Skidmore College Catalog 2005-07

Nonprofit Organization Skidmore College Catalog 2005–06, 2006–07 U.S.Postage Paid Skidmore College Office of Admissions Skidmore College 815 North Broadway Saratoga Springs New York 12866-1632

2005–06 2006–07 Directory for Correspondence

SKIDMORE COLLEGE 815 NORTH BROADWAY SARATOGA SPRINGS, NEW YORK 12866-1632 Phone: 518-580-5000 World Wide Web: www.skidmore.edu General College Policy ...... Office of the President Academic Policy ...... Office of the Dean of the Faculty Student Affairs ...... Thomas P. Oles, Dean Student Academic Affairs ...... Grace Burton, Interim Dean of Studies Admissions ...... Mary Lou Bates, Dean of Admissions and Student Aid Financial Aid ...... Robert Shorb, Director Financial Services ...... Ismat Alam, Director and Assistant Treasurer Records and Transcripts ...... Ann Henderson, Registrar Career Services ...... Michael Profita, Director Alumni Activities ...... Michael Sposili, Director College Relations ...... Robert Kimmerle, Director Opportunity Programs ...... Susan B. Layden, Director

2005–2006 CATALOG © Skidmore College, 2005

Skidmore College endeavors to present an accurate An online version of this catalog can be found at overview of its curricular and cocurricular programs, www.skidmore.edu/catalog. It is a fully hyperlinked Web facilities, and fees in this publication. The information document that contains the most up-to-date informa- contained herein is current as of May 1, 2005. As growth tion about courses and policies, as well as any necessary and change are inevitable, Skidmore College reserves corrections or clarifications. In addition, you can view or the right to alter any program, facility, or fee described download a continuous PDF version of the printed in this publication without notice or obligation. book that can be read with Adobe Acrobat Reader.

Please be aware that this publication is intended to be Catalog Production ...... Office of College Relations used for two academic years, 2005–2006 and 2006–2007. An addendum detailing key changes will Editor ...... Paul Dwyer be included with the publication in 2006. Copy Editor ...... Maryann Teale Snell Skidmore College

A coeducational liberal arts college

Catalog 2005–2006 2006–2007

815 North Broadway Saratoga Springs, NY 12866-1632 www.skidmore.edu Contents

College Calendar ...... 3 Honors Forum ...... 113 About Skidmore College ...... 4 Interdepartmental Majors ...... 114 Academic Environment ...... 8 Interdisciplinary ...... 117 Cocurricular Environment ...... 19 International Affairs ...... 123 Admission ...... 28 Latin American Studies ...... 126 Fees and Expenses ...... 34 Law and Society ...... 127 Financial Aid ...... 38 Liberal Studies ...... See Interdisciplinary Academic Requirements and Regulations ...... 45 Management and Business ...... 128 Academic Standards and Review ...... 50 Mathematics ...... 131 Degree Programs ...... 56 Music ...... 133 Courses of Study Neuroscience ...... 136 American Studies ...... 57 Philosophy ...... 138 Anthropology ...... 60 Physical Activity ...... 140 Art (Studio) ...... 62 Physics ...... 140 Art History ...... 66 Preparation for Professions and Affiliated Programs ...... 142 Asian Studies ...... 69 Psychology ...... 144 Biology ...... 70 Religious Studies ...... 147 Chemistry ...... 74 Scribner Seminars ...... 149 Classics ...... 77 Self-Determined Major ...... 152 Computer Science ...... 78 Social Work ...... 153 Dance ...... 80 Sociology ...... 154 Economics ...... 82 Study Abroad Programs ...... 157 Education ...... 84 Theater ...... 158 English ...... 86 Women’s Studies ...... 161 Environmental Studies ...... 91 Enrollment Statistics ...... 163 Exercise Science ...... 94 Board of Trustees ...... 164 Foreign Languages and Literatures ...... 95 Faculty ...... 165 Geosciences ...... 104 Administration ...... 175 Government ...... 105 Alumni Association ...... 176 Higher Education Opportunity Program/ Academic Opportunity Program ...... 109 Statements of Policies and Procedures ...... 177 History ...... 110 Index ...... 183 College Calendar 2005–2006

SUMMER SESSIONS 2005

May 31–July 1 ...... Session I July 4–August 4 ...... Session II

FALL SEMESTER 2005

September 4 ...... Sunday ...... New Students Arrive September 5 ...... Monday ...... Returning Students Arrive September 7 ...... Wednesday ...... Classes Begin October 7–9 ...... Friday–Sunday ...... Celebration Weekend October 13 ...... Thursday ...... Yom Kippur (no classes) October 21 ...... Friday ...... Study Day November 23–27 ...... Wednesday–Sunday ...... Thanksgiving Vacation December 13 ...... Tuesday ...... Classes End December 14–18 ...... Wednesday–Sunday ...... Study Days December 19–22 ...... Monday–Thursday ...... Final Exams December 23 ...... Friday ...... Fall Semester Ends

SPRING SEMESTER 2006

January 20 ...... Friday ...... New Students Arrive January 21 ...... Saturday ...... Returning Students Arrive January 23 ...... Monday ...... Classes Begin March 11–19 ...... Saturday–Sunday ...... Spring Vacation May 2 ...... Tuesday ...... Classes End May 3 ...... Wednesday ...... Academic Festival May 3–7 ...... Wednesday–Sunday ...... Study Days May 8–12 ...... Monday–Friday ...... Final Exams May 13 ...... Saturday ...... Spring Semester Ends May 20 ...... Saturday ...... Commencement

3 About Skidmore College

Mission Mrs. Scribner recruited Charles Henry Keyes, a well- known educator from Teachers College, as Skidmore’s The principal mission of Skidmore College is the education of first president. In 1922 Dr. Keyes fulfilled his avowed predominantly full-time undergraduates, a diverse popula- ambition of having the school chartered as Skidmore tion of talented students who are eager to engage actively in College, a four-year degree-granting institution. the learning process. The college seeks to prepare liberally educated graduates to continue their quest for knowledge and Henry T. Moore, Skidmore’s second president, arrived to make the choices required of informed, responsible citizens. in 1925 from the chairmanship of the Dartmouth Skidmore faculty and staff create a challenging yet supportive College psychology department. His thirty-two-year environment that cultivates students’ intellectual and person- presidency brought Skidmore College to a position of al excellence, encouraging them to expand their expectations of leadership in women’s education. By the time of themselves while they enrich their academic understanding. Moore’s retirement in 1957, the young college had grown to an enrollment of more than 1,100. In keeping with the college’s founding principle of linking theoretical with applied learning, the Skidmore curriculum bal- Val H. Wilson, formerly of Colorado Women’s College, ances a commitment to the liberal arts and sciences with became Skidmore’s third president. He concentrated preparation for professions, careers, and community leader- on strengthening the faculty and academic programs, ship. Education in the classroom, laboratory, and studio is initiated inroads in the creation of interdepartmental enhanced by cocurricular and field experience opportunities offerings, and encouraged more and more students to of broad scope. enter graduate school.

Underpinning the entire enterprise are faculty members’ schol- Skidmore’s growth strained its campus at the seams. arly and creative interests, which inform their teaching and Enrollment had risen to 1,300, and many of the turn- contribute, in the largest sense, to the advancement of learning. of-the-century buildings were growing obsolete, requiring increased maintenance and renovation. It was at The college also embraces its responsibility as an educational this critical time in Skidmore’s history that Board of and cultural resource for alumni and for a host of nontradi- Trustees member J. Erik Jonsson and his wife, tional student populations, and for providing educational Margaret, donated funds to purchase a 650-acre tract leadership in the Capital District and beyond. on the outskirts of the city. The board voted October 28, 1961, to purchase the land and begin the construc- As a result of a commitment to the principles affirmed tion of what is now known as the Jonsson Campus. in the Mission Statement cited above, faculty and students are engaged in a variety of initiatives focused on By the time his tenure was cut short by his sudden collecting information about both teaching and stu- death in 1964, Dr. Wilson saw construction begin on dent learning. Student work is periodically collected the Lucy Scribner Library and on the first residential and used anonymously for assessment purposes. and dining complex. Information gathered from reviews of student work helps faculty members determine if students are Joseph C. Palamountain Jr., Skidmore’s fourth presi- learning what the curriculum is designed for, whether dent, took office in 1965. Dr. Palamountain came to changes need to be made in courses or pedagogy, and Skidmore from Wesleyan University, where he was what improvements need to be made in the curricu- provost. He guided Skidmore through a period of lum. Assessment results are analyzed and used, there- dynamic growth and change. fore, to improve the Skidmore teaching and learning experience for both students and faculty. Dr. Palamountain’s twenty-two-year presidency was characterized by impressive growth in the physical, academic, and financial areas of the college. Skidmore History experienced the doubling of the student body and Skidmore College was founded by Lucy Skidmore major increases in applications, the near-doubling of Scribner in 1903 as the Young Women’s Industrial Club the faculty, the transition from a women’s college to a of Saratoga. The school rapidly developed into a thriv- coeducational institution, and the creation of the first ing enterprise, and was chartered in 1911 by the New external degree program in New York State, the York Board of Regents as the Skidmore School of Arts. University Without Walls. 4

David H. Porter, the college’s fifth president, came to The Setting Skidmore in 1987 from Carleton College, where he taught classics and music. During the Porter presiden- A lively city combining historical charm with modern cy, Skidmore launched the Honors Forum and a pro- culture and a cosmopolitan atmosphere, Saratoga gram of scholarships in science and mathematics. The Springs is a popular place among Skidmore students campus landscape changed dramatically as Skidmore year round. renovated and expanded Scribner Library, constructed an outdoor athletic complex, upgraded computer and Ceded to the Dutch by the Indians in 1694, the city telecommunications capabilities, built an addition to takes its name from the Indian word “Saraghtoga” the Sports and Recreation Center, and expanded Dana (“place of swift water”). Its reputation as one of the Science Center. world’s leading spas grew steadily through the nineteenth century, as it increasingly became known as the In 1999, Jamienne S. Studley became Skidmore’s sixth home of the nation’s oldest thoroughbred racetrack and president and the first woman to hold that office. She social center for elite society. was previously associate dean of Yale Law School and general counsel of the U.S. Department of Education. Today Saratoga is best known as a resort, cultural, con- During the Studley presidency, the college adopted a vention, and entertainment center revolving around new core curriculum and expanded opportunities for horse racing, outdoor recreation, classical and popular international study. President Studley shepherded the music, dance, and theater. The city is well known for renovation and expansion of Case Campus Center, the its restored Victorian mansions, which attract students establishment of the Intercultural Center, and the con- of art and architecture. The Saratoga Spa State Park, struction of the Frances Young Tang Teaching Museum. with its springs and mineral waters, is of more than recreational interest to biology students, and the Philip A. Glotzbach became the seventh president of wealth of rock formations in the region brings geolo- Skidmore College on July 1, 2003, following eleven gists from around the world. The city’s convention years at the University of Redlands in Redlands, facility brings conferences and exhibitions from across California, where he served as vice president for aca- the state and nation. demic affairs and earlier was dean of the College of Arts and Sciences. His areas of specialization include With the growth over the past two decades of the the philosophy of psychology and the philosophy of Saratoga Performing Arts Center, the city has greatly language; among other topics, his recent research has increased its offerings as an important cultural center. dealt with philosophical issues in perception and artifi- Located in the state park, SPAC is the summer home cial intelligence. Dr. Glotzbach has written and pre- of the New York City Ballet and the Philadelphia sented widely on issues in higher education, often Orchestra, as well as the venue for top rock and jazz drawing on his background in philosophy to shed light musicians. Distinguished theater companies and cham- on contemporary issues. Among his key priorities at ber music groups perform in SPAC’s Little Theater. Skidmore is the development of a strategic plan to Saratoga Springs is also known for the variety of its revi- guide the growth of the college through 2015. talized downtown area—a collection of shops, restau- There has been a continuity of purpose underlying the rants, galleries, and coffeehouses with an appeal to peo- change and growth at Skidmore. The college has con- ple of virtually all interests. Recent accolades have sistently espoused the goal of liberal education as the added to the city’s national recognition. In 2002 the best means of preparing for a life of continuing person- National Trust for Historic Preservation named Saratoga al growth and of responsible and significant service to Springs one of its “Dozen Distinctive Destinations” for the community. Skidmore’s programs, both those in the year. In 1999 Sports Illustrated named Saratoga Race the traditional liberal arts and those of a professional Course one of the world’s top 10 sporting venues. In nature, represent liberal education in their common 1997 Saratoga Springs was recognized by American pursuit of academic excellence and their concern with Heritage Magazine with its “Great American Place” sensibilities, values, and qualities that distinguish edu- award. In 1996 the National Trust for Historic cated persons. Preservation honored the city with a “Great American Main Street” award.

5 The area’s historical tradition includes the Saratoga The Faculty Battlefield, scene of the pivotal 1777 clash between the Colonial and British armies that led directly to the Skidmore’s size and its student-faculty ratio are two of end of the American Revolution. Dozens of landmarks the keys to creating an academic environment that fos- celebrate the area’s role in American history. The ters close associations and the exchange of ideas Saratoga Historical Society and Walworth Museums, among faculty and students. About 2,200 full-time stu- housed in the Canfield Casino in Congress Park, fea- dents bring an unusually wide range of academic and ture exhibits and period rooms highlighting the city’s cultural experiences to the campus, and a student-fac- fascinating past. ulty ratio of 11:1 assures each student the chance for the close faculty attention that enhances the liberal arts experience. The Campus At Skidmore, teaching is not merely the imparting of Set in what was at the turn of the twentieth century a knowledge. It is the key to helping students develop beautiful park of summer residences, Skidmore’s cam- their creative abilities, talents, and values; to enriching pus encompasses more than 750 acres of wooded land them as human beings; to integrating scholarship and at the northwest edge of Saratoga Springs. Since 1964, cocurricular offerings with career goals; and to prepar- when ground was broken for the first new structure on ing them for lives of productive contribution to society the Jonsson Campus, forty-nine buildings have been and of continuous study and inquiry. The abilities to constructed on this site. While strikingly contemporary think and analyze clearly, to express oneself effectively in architectural style, the campus buildings honor through speaking and writing, to discern and value human scale and reflect Skidmore’s Victorian heritage excellence, and to serve society are the hallmarks of a in numerous aesthetic details. Skidmore education.

Among the college’s more recent construction projects The members of the Skidmore faculty are well known is the Frances Young Tang Teaching Museum and Art for the range of education, research, and experience Gallery, which opened in fall 2000, and the renovation they bring to the classroom. Though they are prolific and expansion of Case College Center. New on-cam- in their writing, productive in their research, and out- pus apartments, designed to house 380 students, are standing in their creative endeavors, their emphasis is slated to open in fall 2006. always on teaching, on translating the richness of their experiences into meaningful learning and inspiration Carefully planned to preserve the natural beauty of the for their students. Numbering approximately 200 full- setting, the campus was designed to provide for both time faculty, Skidmore’s teaching faculty represent students and teachers a feeling of freedom and wide some of the top graduate schools in the nation and the horizon. From the covered walkways uniting the resi- world. Over 93 percent of the Skidmore faculty hold dential, academic, and social centers on campus, the the Ph.D. or the highest degree in their field. prevailing views are to the mountains, woods, and fields, and into the center campus “green.” The Beyond their academic interests, the Skidmore faculty Jonsson Campus maintains the advantages of a small are known for taking a personal interest in their stu- college where students and teachers meet often and dents, offering the added word of encouragement, the informally and where academic resources are readily at extra time outside the classroom, or the open mind for hand. questions—all of which contribute to the extra incen- tive a student needs. These attitudes have helped create a campus known for its warmth and sense of community.

6 The Academic Program Beyond the Skidmore campus, students may take advantage of courses offered at other Capital District As a highly selective liberal arts college, Skidmore is colleges through the Hudson-Mohawk Association of firmly committed to providing men and women with a Colleges and Universities, which includes such institu- superior grounding in the arts, humanities, sciences, tions as Rensselaer Polytechnic Institute, Union and social sciences. Skidmore students also have the College, and the State University of New York at opportunity to pursue career-specific fields such as Albany. Cooperative programs include one in engineer- business, education, exercise science, and social work. ing with the Thayer School at Dartmouth College; a This blend of the theoretical and the practical makes Washington Semester coordinated through American Skidmore uniquely responsive to both student needs University; a semester at the Marine Biological and those of the increasingly interdependent world in Laboratory in Woods Hole; an M.B.A. program with which we live. A core belief at Skidmore is that every Clarkson University; and an M.A.T. affiliation with life, every endeavor, every career is made more pro- Union College. found with creative ability as a foundation, and creative thinking is an integral part of the campus culture. The Office of International Programs organizes a wide range of opportunities abroad for students and faculty. The Skidmore curriculum provides a creative intellec- The office provides administrative oversight for tual foundation for every student. Students pursue Skidmore’s programs in Paris; London; Madrid and connections among an unusually wide range of discipli- Alcalá, Spain; and Beijing. In addition, the office over- nary perspectives and embark on their careers well sees other Skidmore affiliations in many regions of the prepared to take full advantage of the diversity of world. opportunities they will encounter in the complex modern world. As practiced at Skidmore College, the liber- The college operates under a semester calendar with al arts produce a transformational educational experi- fifteen-week fall and spring semesters. Skidmore’s ence and promote lifelong learning. summer program includes two five-week academic sessions and other study options. Skidmore offers more than sixty degree programs, including majors in both traditional liberal arts disciplines and preprofessional areas. The curriculum’s flexibility allows students to major in one field and minor in another (an English major with a business minor, for example), pursue an interdepartmental major combining two disciplines, or design self-determined majors.

Facility with contemporary digital technologies and with the retrieval and interpretation of information is fostered through a series of courses that incorporate computer resources in the learning process and through special workshops.

The internship program complements this flexibility through “exploratory” and “professional” learning opportunities off campus. Students are encouraged to test their skills through internships in government, industry, communications, and nonprofit organizations at the local, state, and national levels. Many students intern with alumni, who are generous with their time and support of the internship program.

7 Academic Environment

The Curriculum Expository Writing. Students are required to complete successfully one designated expository writing course FIRST-YEAR EXPERIENCE by the end of the sophomore year. Students placed in In their first year at college, students build connections EN103 Writing Seminar I must complete this pre-req- to academic and residential communities, identify uisite course by the end of the first year. Designated intellectual interests, and encounter faculty expecta- writing courses offered by the English Department and tions for excellence. The First-Year Experience in various disciplines can be taken to fulfill the exposi- Program provides curricular, co-curricular, and residen- tory writing requirement. Skidmore’s writing program tial opportunities that facilitate entering students’ suc- includes tutorial help at the Writing Center. cessful integration into the Skidmore College community. Through New Student Orientation, Scribner Quantitative Reasoning. Quantitative skills are not Seminars, and other Campus Life and Residential pro- only promoted through a wide range of mathematics, gramming, students learn to balance freedom with computer, economics, and statistics courses, but also responsibility, solve problems, and develop strategies are reinforced by peer and professional support servic- for academic achievement. es directed by the Department of Mathematics and Computer Science. All students will demonstrate com- Interdisciplinary Study: Scribner Seminars. A distinc- petence in basic mathematical and computational prin- tive feature of intellectual activity at Skidmore is the ciples by the end of the sophomore year. This may be college’s attention to interdisciplinary learning. The demonstrated by attaining a sufficiently high score on ability to integrate ideas from several different disci- the MSAT I exam (630) or any mathematics SAT II plines lends coherence to a student’s entire college exam (570) or ACT math score of 28 or higher, by pass- education and may be applied to many areas of life. ing Skidmore’s quantitative reasoning examination, or Scribner Seminars, the centerpiece of the First-Year by successfully completing MA100 Quantitative Experience, constitute a significant interdisciplinary Reasoning. By the end of the junior year, all students component of the curriculum. (See course descriptions must successfully complete a designated course in for titles of Scribner Seminars.) Scribner Seminars, mathematics, statistics, or other numerical operations each limited to 15 first-year students, invite partici- in various academic disciplines, or in the use of com- pants to work closely with faculty and peers; help stu- puters for the manipulation of mathematical, social-sci- dents identify and fulfill their academic aspirations; entific, or scientific data. introduce them to new ways of thinking; and provide opportunities to work both collaboratively and inde- BREADTH pendently. The Seminars reflect the academic interests The purpose of the breadth requirements is to ensure and intellectual passions of the faculty instructors, that students come to know and understand the central inviting first-year students to take intellectual risks, questions, content, and types of analysis that character- and challenging their notions about inquiry and knowl- ize the major knowledge domains of the liberal arts: edge. (See Interdisciplinary Courses for additional the arts, humanities, natural sciences, and social sci- opportunities to pursue interdisciplinary learning.) ences. Students who have completed these requirements should be able to identify, understand, and eval- FOUNDATION uate the significance of continuously developing As the foundation of their college experience, knowledge in each of these domains. Courses fulfilling Skidmore students strengthen their writing proficiency the breadth requirements will ordinarily be at the and demonstrate competence in quantitative reason- introductory level. ing. The ability to read critically, to write clearly and precisely, and to reason quantitatively lies at the heart Students must successfully complete one course in of a liberal arts education. Skidmore students thus each of the following four fields: exercise, during their first years of study, the indispensable tools of intellectual discourse and discovery.

8 Arts: Students actively engage in the making or per- CULTURE-CENTERED INQUIRY forming of artworks as modes of creative invention, In culture-centered inquiry, students learn that cultur- interpretation, expression, and discovery. Through the ally based perspectives and values are not universal critique and analysis of artworks, students develop a and in so doing enhance their ability to interact with context for and an understanding of their own creative persons from diverse cultural backgrounds. Students output as well as the creations of others. The funda- fulfill this requirement by completing one course in a mental student learning goals include the advance- foreign language, and one course designated as either ment of technical proficiency and the refinement of non-Western culture or cultural diversity study. critical aesthetic sensibility. Courses in this category are typically, but not exclusively, offered in creative Foreign Literature and Language: Students expand writing, dance, music, studio (visual) art, and theater. their use of a foreign language or their understanding of the literature of that language by studying in its Humanities: Students examine and reflect upon human non-translated form. A student may choose a course culture as expressed in historical tradition, literature and (by placement) from the literature and language cours- languages, art and music, ideas and beliefs. Students es offered by the Department of Classics or the learn about diverse heritages, customs and values that Department of Foreign Languages and Literatures, form patterns and analogies but not general laws. The excluding courses in translation. humanities search for an understanding of the unique value of the particulars within human contexts and and either thereby create a climate that encourages freedom of Non-Western Culture: Students investigate a way of thought, imagination, and inquiry. Courses in this cate- life and a set of cultural assumptions significantly dif- gory are typically, but not exclusively, offered in art his- ferent from Western perspectives. In these courses, tory, classics, dance, literature (in English and in other students examine the social, political, literary, aesthet- languages) music, philosophy, religion, and theater. ic, or linguistic arrangements of cultures. Natural Sciences: Students actively engage in the or process of understanding the natural world through the use of scientific methods. Students study phenomena Cultural Diversity Study: Students investigate the that are the product of natural processes and are interaction of culturally distinct peoples within a given known through the senses rather than only through sociopolitical context. These courses may focus on thought or intuition. Through the laboratory compo- diversity in the United States or on intercultural rela- nent of courses meeting this requirement, students will tions in other contexts. However, at least one of the design and execute experiments (where appropriate as groups examined will have non-Western origins. dictated by the discipline), collect data by observation and/or experimentation, and analyze data. Student THE MAJOR: FOCUS AND DEPTH learning goals thus include mastery of both content The core curriculum described so far provides the foun- and process. Courses in this category are typically, but dation that students need in order to choose a major not exclusively, offered in biology, chemistry, exercise appropriate to their academic and career interests. This science, geosciences, physics, and psychology. choice usually occurs at the end of the sophomore year, allowing time for students to explore a variety of major Social Sciences: Students study the organizational struc- and minor options. Skidmore offers the bachelor of arts ture of human societies. They learn about the origins, and bachelor of science degrees in more than sixty functions, dynamics, and relations of large-scale social areas, including traditional liberal arts disciplines, para- forces (such as institutions and cultures) and their inter- professional fields, interdepartmental combinations, sections with the individual and small groups. In addi- and interdisciplinary programs. Qualified students may tion, students explore the connections between histori- construct a self-determined major when their educa- cal processes and contemporary social issues. Social sci- tional interests lie outside Skidmore’s established entific inquiry uses a combination of conventional sci- majors. All areas of concentration at Skidmore, includ- entific methods and humanistic, qualitative approaches. ing those most oriented toward careers and professions, Courses in this category are typically, but not exclusive- thrive within a liberal arts and humanistic environment. ly, offered in American studies, anthropology, econom- Students electing two majors must plan course selec- ics, government, history, and sociology. tions very carefully and should seek assistance from a faculty advisor as early as possible. 9 HONORS FORUM CURRICULUM The course IN100 Exploration Internship is available The Honors Forum offers a supportive intellectual as an introductory experience to qualified students in community for all highly motivated Skidmore students, any academic discipline. IN100 applications are and especially encourages the academic aspirations of reviewed by the Dean of Studies. first-year and second-year students. The “forum,” as the name suggests, is intended as a structure for organ- Many departments at Skidmore offer “professional” izing and promoting the common interests of an aca- internships at the 299 or 399 level. These opportuni- demic community. Some students are invited to ties are centered on a specific academic discipline, are become official members of the Honors Forum, thus offered at a more advanced level than IN100, and constituting a leadership core for the larger student often carry prerequisites. Grading may be on a satisfac- community. tory/unsatisfactory basis. Consult the course descriptions in the departmental listings for details. Designated sections of regular course offerings and courses developed especially for the Honors Forum ACADEMIC GUIDANCE expect a high degree of involvement from participants, Scribner Seminar professors serve as faculty mentors to employ more sophisticated materials and pose more the students enrolled in their seminars. Transfer stu- complex questions, and provide an unusually challeng- dents are assigned to a member of the faculty who ing academic experience. In a typical semester, Honors serves as the student’s advisor. All students are encour- Forum courses might be offered in anthropology, aged to consult their mentors/advisors about course chemistry, economics, English, geology, government, scheduling, the college’s general academic require- literature, mathematics, and sociology. ments, and the student’s particular field of interest. Students may seek further advice on these and other INTERNSHIPS issues from the Dean of Studies Office. This office also Skidmore’s long experience in combining liberal arts handles questions about leaves of absence, academic education with career preparation has established standing, choice of major, internships, peer tutoring, strong connections between the life of the mind and study skills, learning disabilities, academic integrity, the life of practicality and action. This twofold under- honors and prizes, graduate fellowships, and other aca- standing of higher education is brought to focus demic opportunities or difficulties. through internships offered for academic credit.

Internships can be particularly rewarding to students as an application of their academic work to other life situations, as an exercise of their liberal arts skills and perspectives, and as a bridge between college and career. In recent years Skidmore students have earned valuable experience and academic credit in government agencies, retail and industrial organizations, publishing houses, banks, law firms, radio and television networks, and art, music, and theater organizations. Internship affiliations can be arranged by students themselves or be made available through alumni and friends of the college.

The Office of the Dean of Studies organizes the internship guidelines and application criteria at Skidmore. An electronic library of internship opportunities is maintained by the Office of Career Services. Once they have completed a first semester at Skidmore, qualified students may apply for internship experience, and academic credit, during any semester of the academic year, including both summer sessions. 10 Information Resources CENTER FOR INFORMATION TECHNOLOGY SERVICES Information technology is an active part of academic SCRIBNER LIBRARY life at Skidmore. The Center for Information Scribner Library houses nearly 400,000 volumes and Technology Services (CITS) supports services that 1,500 journals and periodicals, augmented by electron- include access to the World Wide Web, electronic mail, ic access to online digital collections. In addition, the educational software, voice and data network support, library houses the Skidmore College archives, collec- printing, multimedia, classroom technologies, and tions of rare books, sound recordings, videotapes, and administrative information databases. art reproductions and slides. Scribner Library is a United States and New York State government docu- While Skidmore encourages computing across the cur- ments depository. riculum—the use of computers in academic disciplines—CITS focuses on making information tech- If students need materials not available in the collec- nologies accessible to all students, including those who tion, they have access to collections in other libraries may not be comfortable with traditional computing through Skidmore’s interlibrary loan arrangements, environments. While it does not teach any credit cours- which allow Skidmore to borrow from academic and es, CITS employs professional staff as well as student research library collections both regionally and assistants to help students, faculty, and staff utilize throughout the world. computers more effectively; conducts workshops; and distributes user guides and other training materials. The library is constantly expanding its electronic library, which is available through computers that are General purpose microcomputer rooms are available in connected to the campus network. While students and several locations across campus, some of which are faculty can use these resources on any of the 115 work- open twenty-four hours a day during the semesters. All stations in the library, most of the resources can also be facilities are open to any interested students, faculty, accessed from dorm rooms and offices. In addition to and staff and include either Windows or Macintosh “Lucy2,” the online catalog, Scribner Library provides computers. Most of the public computer rooms are access to major bibliographic databases for all subject equipped with high-quality laser printers. areas through its Web pages. The library also sub- scribes to over 25,000 online journals including Project Electronic mail is a popular communication medium Muse, and JSTOR. These collections significantly for students and faculty. Skidmore College is connect- enhance the library’s paper and microform holdings. ed to the Internet for electronic mail and data communication with colleges and universities worldwide. The librarians, who are subject specialists, teach Before using electronic mail, a student must obtain a research techniques and are available for consultation username and password from CITS. These are free about an individual’s research. and remain valid as long as the student is enrolled at the college. FRANCES YOUNG TANG TEACHING MUSEUM AND ART GALLERY The Media Services department operates a media Opened in fall 2000 and named in honor of Frances development lab in Palamountain Hall that provides Young Tang ’61, the 39,000-square-foot museum- students, faculty, and staff access to advanced tools for gallery is designed to facilitate cross-disciplinary com- digital media production. Resources include video- and munication through the visual arts. The experimental still-image editing facilities, a sound-editing suite, nature of the Tang’s programming integrates multiple scanning capabilities, CD-ROM and DVD recording media and a range of disciplines to explore common equipment, and small- to large-format color printing. themes. Some equipment, such as digital cameras and digital The building houses a 150-seat interdisciplinary space; video cameras, are available for short-term loan. classrooms for lectures, events, and film screenings; flexible gallery space; a museum shop; and storage for Skidmore’s permanent collection.

11 Affiliated Off-Campus Programs are denoted as transfer credit, and grades earned do not affect the Skidmore GPA. Courses at the 300 or VISITING STUDENT PROGRAMS AT AMERICAN COLLEGES 400 level qualify for maturity level credits. While students do the majority of their work at Skidmore, the college offers the opportunity to take a SEMESTER IN ENVIRONMENTAL SCIENCE semester or full-year program at another school in the Skidmore College is one of ten liberal arts colleges that United States. Many colleges in the state of New York participate in a program for undergraduates offered by and in other states have visiting student programs, and the Marine Biological Laboratory in Woods Hole, students should write to the registrar of the college in Mass. Held for fourteen weeks each fall at MBL’s which they are interested to get information about pro- Ecosystems Center on Cape Cod, the Semester in grams and deadline dates. Prospective visiting students Environmental Science program emphasizes measuring should then apply for an official academic leave of and understanding biogeochemical cycles and process- absence through the Dean of Studies Office. es in terrestrial, fresh water, and marine ecosystems. Applicants should have strong academic records, Skidmore nominates students, usually biology-chem- though a grade-point average (GPA) somewhat below istry majors in their junior year, for this collaborative 3.0 may be accepted by the Committee on Academic research program. Applications are made through Standing on an exception basis. Professor David Domozych, Department of Biology.

HUDSON-MOHAWK ASSOCIATION RESERVE OFFICER TRAINING CORPS To extend and enrich their collective educational Skidmore students interested in participating in resources, Skidmore and the following institutions Reserve Officer Training Corps programs may do so have participated in the Hudson-Mohawk Association through the Hudson-Mohawk consortium. With the of Colleges and Universities: Adirondack Community permission of the Committee on Academic Standing, a College, Albany College of Pharmacy, Albany Law limited amount of credit (typically six or fewer hours) School, Albany Medical College, College of Saint may be counted toward the degree for academic cours- Rose, Columbia-Greene Community College, Empire es taken in the ROTC program. State College, Fulton-Montgomery Community College, Hartwick College, Hudson Valley Students pursuing an ROTC program through cross- Community College, Maria College, Massachusetts registration must plan their courses and their academic College of Liberal Arts, Rensselaer Polytechnic major with care due to the time requirements of the Institute, the Sage Colleges, Schenectady County ROTC program and the commuting time (thirty to Community College, Siena College, the State forty minutes) involved. Because of the scheduling University of New York College at Cobleskill, Union requirements of some majors, full participation in an College, and the State University of New York at ROTC program may not be possible. Accepted candi- Albany. Students may choose individual courses at any dates are advised to discuss their plans both with the of the member institutions through a cross-registration ROTC program of interest and the Office of the agreement by consulting their respective registrars. To Registrar at Skidmore before enrolling at Skidmore. All be eligible, students must have paid the full-time cross-registering students must provide their own tuition charge at Skidmore and be taking at least half transportation. their full-time load on the Skidmore campus. For information on ROTC programs and/or scholar- WASHINGTON SEMESTER ships, interested students should contact the ROTC program of interest. Rensselaer Polytechnic Institute, Skidmore, along with more than seventy other colleges (Troy, NY 12181) has Air Force, Army, and Marine and universities, participates in the Washington Corps programs. Siena College (Loudonville, NY Semester Program for juniors and seniors. This pro- 12211) has an Army ROTC office. gram offers intensive experience through course work, seminars, research projects, and internships with committees, agencies, and interest groups in Washington, D.C., where students live at American University. Applications are made through the department of Government. Credits earned at American University 12 Study Abroad The total cost of the program is equal to Skidmore’s comprehensive fee and covers tuition, room and board, Skidmore offers academically qualified students a wide cultural excursions and activities, international health range of opportunities to further their global education. insurance, on-site transportation, and international air- Students must have a 3.0 GPA, appropriate academic fare. Students are responsible for airfare and personal background, and the endorsement of the college in expenses. Skidmore students on financial aid may order to participate in programs abroad. The Office of apply their aid to the Beijing program. They must International Programs is available to assist students in apply for aid through the Office of Student Aid and the research and application process, and to provide Family Finance prior to departing. For more informa- support during their time overseas and upon their tion, contact the Office of International Programs. return to Skidmore. SKIDMORE IN PARIS SKIDMORE IN BEIJING The Skidmore in Paris program is designed for stu- The Skidmore in Beijing Program is a unique, field- dents with upper-intermediate or advanced knowledge centered, interdisciplinary study-abroad program locat- of French and strives to integrate students into the ed at Beijing University. The program emphasizes the academic and cultural life of Paris. Depending on their creative integration of field-based and classroom learn- language skills, students take selected courses at the ing to further the understanding of Chinese cultures Skidmore Center in Paris or are able to directly enroll and traditions. Courses, developed specifically for in courses at various Paris institutions, including the Skidmore students and taught at Beijing University, Sorbonne and Nanterre. All students choose from include an intensive language course and three addi- courses in the humanities, fine arts, and social sciences. tional content courses taught in English. Two of the Internships are also available to students with appro- content courses are focused on historical and contem- priate qualifications and experience. porary China. The third course is an independent research project that allows students to investigate and The resident director, housing coordinator, and pro- learn about life in contemporary China by conducting gram assistant provide on-site support, including organ- directed field-research projects in a discipline of their izing housing with families and an intensive orienta- choosing. In addition, all of the courses have a field- tion session that enables students to become familiar studies component, allowing students to study class- with French life and the French educational system. room materials in the setting of Beijing. Students also are paired with tutors, who assist them in gathering Participants must complete a minimum of four semes- information and conducting interviews. ters of college-level French (FF203) or the equivalent. A higher level of French will be necesssary for enroll- The resident director and program assistant provide on- ment in selected French university courses. Applications site support, including extensive orientations before for the Paris program must be submitted to the Office of they depart and upon arriving in Beijing. The orienta- International Programs by March 15 for the full-year or tions enable the students to become familiar with the fall semester programs and by October 15 for the spring Chinese culture and educational system and with the semester program. unique expectations of the program. The resident director also works closely with each student to develop The total cost of the program is equal to Skidmore’s and implement the research projects. Students live in comprehensive fee and covers tuition, room and board, the residence halls at Beijing University. Participants cultural excursions and activities, an on-site transporta- must have oral and written proficiency in Mandarin tion pass, and international health insurance. Students Chinese equal to one year of language study at are responsible for airfare and personal expenses. Skidmore (FC101 and 102). Applications for the Beijing Skidmore students on financial aid may apply their aid program must be submitted to the Office of to the Paris program. They must apply for aid through International Programs by March 1. the Office of Student Aid and Family Finance prior to departing. For more information, contact the Office of International Programs.

13 SKIDMORE IN SPAIN Skidmore in Alcalá Skidmore offers students two opportunities to study in The Skidmore in Alcalá program is offered for the fall Spain: the Skidmore in Madrid program and the or spring semesters or the academic year. Alcalá is Skidmore in Alcalá program. Both programs are located 30 kilometers outside of Madrid and offers stu- designed for students with advanced language skills dents the option of living and studying in a smaller city and some understanding of Spanish literature and cul- with the benefits of Madrid close at hand. Students ture. Both programs emphasize integration into the take courses, all of which are taught entirely in academic and cultural life of Spain. The resident direc- Spanish, at the Program Center in Madrid and at the tors and staff in Madrid and Alcalá provide on-site sup- Universidad de Alcalá and its Instituto Universitario de port, including organizing housing with families and Estudios Norteamericanos (IUEN). Courses are avail- conducting an intensive orientation session that able in art history, history, economics, business, and enables students to become familiar with Spanish life theater. Students must complete Spanish 206 before and the Spanish educational system. participating; Spanish 208 or above is highly recommended. Applications for the Alcalá program must be The total cost of the program is equal to Skidmore’s submitted to the Office of International Programs by comprehensive fee and covers tuition, room and board, March 1 for the fall semester and academic year pro- cultural excursions and activities, an on-site transporta- grams and by September 20 for the spring semester tion pass, and international health insurance. Students program. are responsible for airfare and personal expenses. Skidmore students on financial aid may apply their aid SKIDMORE IN LONDON to either program. They must apply for aid through the Office of Student Aid and Family Finance prior to Skidmore offers a variety of study programs in the departing. For more information, contact the Office of heart of London each spring semester. Students may International Programs. elect programs from the following institutions: King’s College, Westminster University, University College, Skidmore in Madrid and Regent’s College. Each school has particular areas of strength in humanities, social sciences, and business The Skidmore in Madrid program is offered for the full or economics. The program is accompanied by a academic year or the spring semester only. Students Skidmore faculty director who provides academic and take courses, all of which are taught entirely in Spanish, personal support. at both the Program Center and at the Universidad Autónoma de Madrid. Courses are available in the Applicants must have strong Skidmore faculty refer- humanities, fine arts, and social sciences. Internships ences and a GPA of 3.0 or higher. Courses in the are also available in the spring to academic-year stu- London program are preapproved for transfer credit. dents with appropriate qualifications and experience. The total cost of the program is equal to Skidmore’s Students must complete Spanish 208 before participat- comprehensive fee and covers tuition, room and board, ing; completion of Spanish 211 or 212 is highly recom- cultural excursions and activities, an on-site transpora- mended. Applications for the Madrid program must be tion pass, and international health insurance. Students submitted to the Office of International Programs by are responsible for airfare and personal expenses. March 1 for the full-year program and by September 20 Skidmore students on financial aid may apply their aid for the spring semester program. to the program. They must apply for aid through the Office of Student and and Family Finance prior to departing. For more information, contact the Office of International Programs.

14 SEMESTER IN INDIA Skidmore’s high academic expectations and that offer Through consortial arrangements with Bard, Hartwick, high quality administrative support for its students. St. Lawrence, and Hobart and William Smith Colleges, The Approved Programs are linked to Skidmore’s cur- Skidmore offers a one-semester academic program in riculum and are aimed to support various majors and India every fall. The program is designed to utilize field minors, thereby allowing Skidmore to more closely settings and important sites to introduce students to integrate its students’ experiences abroad with their India in its varied manifestations—the richness of its his- work on campus. Approved Programs include options tory, philosophy, and culture; the diversity of its peoples in Africa, Asia, Australia, New Zealand, Europe, and and languages; the complexity of its economic, social, the United Kingdom with program offerings through and political processes. Skidmore students with strong Advanced Studies in England, the Center for academic records and personal qualities, and with appro- Education Abroad at Arcadia University, CIEE, the priate academic preparation, may apply to the program. Institute for the International Education of Students, the Institute for Study Abroad at Butler University, The total cost of the program is equal to Skidmore’s the School for Field Studies, and the School for comprehensive fee and covers tuition, room and International Studies, as well as a variety of university- board, cultural excursions and activities, and interna- and college-based programs. tional health insurance. Skidmore students on financial aid may apply their aid to the program. For specif- Students studying abroad on Approved Programs will ic information, consult the director of the Office of be charged the Skidmore study abroad fee, which is International Programs. equal to the current fee for Skidmore tuition, room at the apartment rate, and the full meal plan. Students SHAKESPEARE PROGRAMME may use all financial aid on all Approved Programs. For more information about Approved Programs, contact This fall-semester program affords students the the Office of International Programs. opportunity to study theater, literature, and Shakespeare in England, where they study with inter- Note: All affiliated and nonaffiliated study-abroad programs hold to com- nationally respected British faculty members and pro- petitive academic standards. Skidmore approval for study abroad— approval that must precede acceptance into any study program— fessional theater artists. The program is affiliated with requires a GPA of 3.0 or higher. the British American Dramatic Academy and the Shakespeare Centre. Higher Education Opportunity During the fall semester, students live and study in Program/Academic Opportunity Program London, where the academic program includes cours- The Higher Education Opportunity Program (HEOP) es in theater history, English literature, playwriting, recruits and admits talented and motivated students dramatic criticism, directing, and acting. Master class- from New York State who otherwise, owing to academ- es and weekly trips to the theater are included in the ic and financial circumstances, would be unable to program. One week is spent at Stratford-upon-Avon, attend Skidmore. The Academic Opportunity Program where students attend Royal Shakespeare Company (AOP) recruits and admits students who are HEOP- productions, study with RSC artists, and attend class- like in their academic and economic profiles, yet are es arranged by the Shakespeare Institute and the not eligible for support from the program because they Shakespeare Birthplace Trust. reside in states other than New York or have income levels slightly above the HEOP economic eligibility Admission to the program is highly selective. Students guidelines. Holistic in their approach to student devel- must have a cumulative GPA of 3.0 and at least 3.2 in opment, both programs provide a required, pre-fresh- their major. For additional information, consult man, on-campus summer session and continued aca- Professor Lary Opitz, Department of Theater. demic, financial, and counseling services. The Summer Academic Institute strengthens students’ academic and APPROVED PROGRAMS study skills and prepares them for an academically and In addition to the Skidmore programs abroad, students personally successful college experience. also have the opportunity to participate in a variety of Approved Programs. These Approved Programs include programs around the world that meet 15 Community Education Program University Without Walls Skidmore College demonstrates its accessibility to the UWW is Skidmore’s undergraduate degree program for surrounding localities through the Community adult students. Founded in 1971, UWW is a pioneer in Education Program. Offering a variety of noncredit adult education. The program currently serves over courses, seminars, and workshops that meet evenings 275 students who use UWW’s flexible framework to and weekends throughout the academic year, programs develop individually tailored undergraduate degree focus on topics of current concern and interest to the programs. community. In addition, continuing education programs for local corporations, small businesses, and non- UWW shapes undergraduate programs to fit the learn- profit organizations are individually designed in ing options available to people residing throughout the response to a growing demand for professional and per- country and overseas. UWW students are able to: sonal development. The Survey of Liberal Studies for Mature Adults program is designed for the local retired • transfer past credits from accredited colleges; community. Certificates awarding continuing education • earn credit for prior experience; units may be earned. • pass competency exams for credit; • arrange independent studies with Skidmore faculty; • enroll in UWW courses offered at the Skidmore Master of Arts in Liberal Studies campus; The master’s program offers students the opportunity • enroll in Web-based UWW courses; to work closely with Skidmore faculty to develop inter- • take classes at nearby colleges and universities; disciplinary degrees concentrating in the arts, humani- • enroll in courses offered at a distance by major; ties, and natural and social sciences. These programs of universities; and study are hand-crafted: In collaboration with their advi- • participate in internships. sors, students create individualized academic plans that From its beginning, Skidmore has sustained a dual com- may include one-on-one tutorials with faculty from mitment to the liberal arts and the professions. Working Skidmore or elsewhere; campus-based coursework; dis- closely with advisors, students develop programs appro- tance learning; and internships. Focusing on a topic priate to their backgrounds and goals. Students’ individ- they bring to the program, students work at their own ualized studies may focus on liberal arts areas such as pace to deepen and widen their intellectual and artistic English, history, psychology, and biology, preprofessional passions, discovering answers to those questions that areas such as business, or interdisciplinary combinations. matter most to them. This low-residency program’s Some examples of interdisciplinary fields are human flexibility enables students to immerse themselves in a behavior, religion and culture, arts management, organi- graduate education while pursuing a full-time career zational behavior, and public administration. anywhere in the world. Each program begins with an intensive weeklong seminar at Skidmore and culmi- Students earn a bachelor of arts or bachelor of science nates in a final project or thesis. Students graduate degree from Skidmore College. The program is regis- from the program with a master of arts degree. tered with the State of New York and, as a division of Skidmore, is accredited by the Middle States Association of Colleges and Secondary Schools.

First Year Enrollment Fee ...... $4,450 Subsequent Annual Enrollment Fee ...... $3,750

For further information, contact:

University Without Walls Skidmore College Saratoga Springs, NY 12866-1632 Phone: 518-580-5450 Fax: 518-580-5449 E-mail: [email protected] 16 Summer Programs CENTER FOR TALENTED YOUTH Through the Office of the Dean of Special Programs, The Johns Hopkins University Center for Talented Skidmore’s summer programs draw thousands of people Youth offers qualified adolescents specially developed of different ages and backgrounds to the campus for courses in the sciences, mathematics, and humanities credit and noncredit courses, seminars, workshops, and on the Skidmore campus. A talent search is conducted other events, many of which incorporate the city’s cul- by JHU/CTY in conjunction with school systems tural activities into their offerings. Full details on all the across the country. college’s summer program offerings can be found on the Office of the Dean of Special Programs Web site. DANCE WORKSHOPS Skidmore College hosts modern dance companies dur- SUMMER ACADEMIC SESSIONS ing the summer months and offers serious dance stu- There are two five-week summer sessions at Skidmore, dents the opportunity for intensive study. Over the during which students may register for up to eight past years, the José Limón Company, Twyla Tharp semester hours in each session. The first session is ideal Dance Foundation, Dan Wagoner and Dancers, Trisha for those who wish to combine study with summer work Brown Company, Bill T. Jones/Arnie Zane Dance or travel. The second session in particular offers stu- Company, Mark Morris Dance Group, Lar Lubovitch dents the opportunity to experience Skidmore and Dance Company, Martha Graham Dance Company, Saratoga Springs at the height of their summer seasons. Garth Fagan Dance, the Parsons Dance Company, and Students wishing to fulfill all-college requirements or Doug Varone and Dancers have been in residence. In accelerate their college programs can earn additional addition, public dance events presented by the compa- credits by attending either or both sessions. Introductory nies provide added cultural attractions for members of and advanced courses in the humanities, the natural and the surrounding communities. This program may be social sciences, and business are offered. taken for undergraduate or graduate credit or as a noncredit workshop. SUMMER SESSIONS ABROAD INTERNATIONAL WOMEN’S WRITING GUILD CONFERENCE Skidmore sponsors a variety of credit-bearing study- abroad courses, travel seminars, and programs over the The IWWG hosts a weeklong conference at Skidmore summer months. In addition to an ongoing affiliation for women writers of all levels of experience. Through with the Studio Art Center International (SACI) in dozens of workshops, women refine their skills and Florence, Italy, Skidmore’s faculty develop special learn more about a variety of writing genres, including travel-study programs for Skidmore students to a vari- nonfiction, fiction, romance, mystery, poetry, film, tele- ety of destinations—such as South Africa, Greece, vision scripts, and journals. Electronic publishing and Germany, and Great Britain—to study topics as diverse the business aspects of writing, such as dealing with as post-Apartheid education, dance, social work, and literary agents, are also covered. Several guild mem- medieval European history and culture. bers’ works have been published as a result of the annual conference. AP/ART (ACCELERATION PROGRAM IN ART) JAZZ INSTITUTE AP/Art is a program designed for mature and skilled high school students who have completed their fresh- This is a two-week residential institute for jazz musi- man year. Presented in conjunction with the Summer cians—including high school and college students, SIX art program, AP/Art offers students an opportunity music educators, and professional musicians—focus- to work in a college art department for credit as well as ing on theory and improvisation. Master classes are non-credit options. Students may also cross-register in taught by top jazz artists. The program coincides with liberal arts courses offered through the Pre-College Freihofer’s Jazz Festival at the Saratoga Performing Program for High School Students. Each student Arts Center. This program may be taken for academic enrolls in two courses during the five-week session. In credit or as a noncredit workshop. addition, AP/Art students take advantage of the rich and varied cultural activities available both on campus and in the community of Saratoga Springs. Scholarships may be awarded on the basis of artistic merit and need. 17 JUDAIC STUDIES PROGRAM SUMMER SIX ART PROGRAM Skidmore College offers a series of three one-week resi- The Summer SIX art program runs concurrently with dential seminars for serious adults who wish to explore the two summer academic sessions. Since its beginning issues in Jewish history, literature, and ideas. The seminars in 1968, Summer SIX has been distinguished as an feature lectures by well-known scholars, challenging class intensive learning experience that provides special discussions, many opportunities for informal personal opportunities for students to explore and further devel- exchange among teachers and students, and other experi- op their artistic talents. The two five-week sessions ences intended to deepen students’ understanding and feature nationally known visiting artists and lecturers knowledge of Jewish texts and concepts. Program partici- who provide critiques, workshops, and seminars. pants are also able to take full advantage of the summer Course offerings include drawing, painting, printmak- life of the campus and of downtown Saratoga Springs. ing, lithography, ceramics, fiber arts, jewelry, photography, sculpture, two- and three-dimensional design, NEW YORK STATE WRITERS INSTITUTE graphic design, watercolor, and art history.

The New York State Writers Institute, sponsored by Classes are small and individualized, and students have Skidmore and the University at Albany, State round-the-clock access to large, well-lit studios. University of New York, offers an annual summer pro- Graduate credit may be earned through the Master of gram for writers. The four-week program features Arts in Liberal Studies program at Skidmore. workshop courses in creative writing taught by an extraordinary staff of professional writers, including In addition, noncredit workshops are offered in a variety winners of the Pulitzer Prize and the National Book of media. These intensive workshops include painting Award. Courses are offered for undergraduate and grad- and drawing, ceramics, raku and sagger firing, fiber arts, uate credit, and a small number of noncredit students videography, computer imaging, and monotypes. may be enrolled. SUMMER SCIENCE INSTITUTE FOR GIRLS PRE-COLLEGE PROGRAM IN THE LIBERAL ARTS FOR HIGH SCHOOL STUDENTS Two weeklong residential programs for seventh- and eighth-grade girls are offered in an effort to expose This program offers college-level courses for credit to them to the fascinating world of the sciences. Students high school students with strong academic records. will explore exciting concepts within the fields of biol- Enrollment is open to those who have completed their ogy, geology, chemistry, physics, mathematics and com- sophomore year in high school. Students take two cours- puter science, and environmental science, both in the es chosen from among those offered during the college’s lab and in the field. second summer session, in the humanities, natural sciences, and social sciences. Students may also cross regis- THEATER WORKSHOP ter in courses or workshops offered through AP/Art. In addition, Pre-College Program students take advantage Led by Anne Bogart and company members of the of a variety of cultural and recreational activities that are Saratoga International Theater Institute (SITI), an unique to Skidmore College’s summer campus and the intensive four-week training program is offered to Saratoga Springs area. Scholarships are awarded to stu- actors, directors, designers, dancers, and choreogra- dents on the basis of need and academic merit. phers. Training in the Suzuki method of acting, Bogart’s Viewpoints, and an interdisciplinary approach to composition are the features of the program. The program may be taken for undergraduate or graduate credit or as a non-credit workshop.

18 Cocurricular Environment

Skidmore College recognizes that students’ experiences JONSSON TOWER outside the classroom are as challenging and educational Named in honor of former trustee J. Erik Jonsson, this as those within. Thus the college offers many services to twelve-story building houses students on its top seven help students make the best use of their cocurricular floors. A penthouse lounge is used for social functions. time. The Office of the Dean of Student Affairs is Health and Counseling Services, Campus Safety, and responsible for coordinating these services, which include WSPN radio can be found on the lower floors. student academic affairs, international programs, counseling, multicultural student affairs, health services, opportu- SPORTS AND RECREATION CENTER nity programs, residential life, religious life, career planning, student activities, and volunteer services. Members The Sports and Recreation Center houses a main gym- of the student affairs staff work together to provide effec- nasium with three basketball courts, intramural gym, tive student-life programs for the Skidmore community. swimming pool and diving well, athletic training room and human-performance laboratory, an aerobics and fitness area, weight room, recreation gym, and varsity Facilities team rooms. Surrounding the Sports Center are nine AIKINS AND MURRAY DINING HALLS tennis courts (five lighted) and two fields for soccer, lacrosse, field hockey, and softball. The adjacent Facing Case Green, these adjacent dining halls serve Outdoor Athletic Complex is a lighted stadium with nineteen cafeteria-style meals a week (brunch and din- seating for 1,400 spectators, all-weather track, and ner only on Saturdays and Sundays) to students living Stadia-Turf playing field for soccer, lacrosse, field in the residence halls on the Jonsson Campus. hockey, and intramurals.

CASE CENTER STARBUCK CENTER Josephine Young Case College Center, named in honor Named for former trustee Kathryn Starbuck, this of former trustee Josephine Case, connects the academ- building houses the offices that provide nearly all of ic and residential areas of the Skidmore campus. Newly the administrative services for students, including the renovated and expanded, Case Center houses the col- Offices of the Registrar, Dean of Studies, International lege bookstore, the post office, a student art gallery, the Programs, Student Aid and Family Finance, Student Intercultural Center, and offices for student clubs and Accounts, Career Services, Residential Life, and the organizations. The building is also home to the Spa Higher Education Opportunity Program and Academic snack bar, the faculty-staff club, and the Burgess Café, Opportunity Program. which offers computer access combined with study and social space in a coffeehouse setting. On the south side VAN LENNEP RIDING CENTER of Case Center is Porter Plaza, an outdoor gathering space for socializing, special events, and performances. The Van Lennep Riding Center offers excellent facilities for riding, a stable of approximately 30 horses for DANCE CENTER student use, and space for students active in the riding program to board their own horses. In addition to a large The Dance Center adjoins the Sports and Recreation heated indoor riding ring, there is a large outdoor riding Center. It consists of three units including two spacious arena, two large turnout paddocks and a round pen, and dance studios; a large dance, sport, and recreational area; riding trails. The heated stable accommodates sixty- and the fully equipped Dance Theater with adjoining eight stalls (ten by ten feet each), tack rooms, feed stor- dressing rooms. This is the center for dance activities age, a blacksmith shop, a lounge, and a classroom. during the academic year. The Dance Theater hosts professional dance companies throughout the year. WILSON CHAPEL

FALSTAFF’S Val H. Wilson Memorial Chapel honors Skidmore’s third president and is intended primarily for medita- Opened in 1986, this one-story facility contains small tion, though it is at times used for various religious cer- alcoves for eating and relaxation and a large open area emonies and events at the college. Set in a wooded for dancing and entertainment. A committee of stu- area, it purposely lacks religious symbolism in its archi- dents, faculty, and administrators sets policy for tecture and decor, emphasizing that it is for use by all Falstaff’s and sponsors a variety of cocurricular activities. members of the community, regardless of faith. 19 STUDENT SERVICES Campus Life The Office of Campus Life, composed of the Chaplain’s Academic Advising and Programs Office, Leadership Activities Office, Multicultural The Office of the Dean of Studies, in cooperation with Student Affairs Office, Volunteer Office, the Intercultural the faculty and the student affairs staff, provides aca- Center, and the Center for Sex and Gender Relations, demic guidance to students, contributes to academic promotes effective citizenship, social responsibility, and policy and curricular decisions, and coordinates a wide multicultural and interfaith understanding. Through range of academic programs. Instructors of the Scibner advising, training, and a diverse array of cocurricular Seminars serve as mentors to the first-year students in learning experiences, the Campus Life staff focuses its their class. The Dean of Studies Office assigns each work with students on the individual in relation to others entering advanced-standing student to a member of and helps shape an environment in which students are the faculty who can advise the student about course eager and able to engage successfully in the life of the scheduling, about the college’s general academic college. The associate dean of student affairs leads the requirements, and about the student’s particular field Campus Life Office staff, which includes the director of of interest. Students may seek further advice on these multicultural student affairs; the chaplains; the coordina- and other issues from the office. Questions about tors of Jewish student life, Catholic student life, and vol- leaves of absence, academic standing, choice of major, unteer services; and the associate and assistant directors internships, peer tutoring, study skills, disabilities, aca- of leadership activities. The associate dean of student demic integrity, honors and prizes, graduate fellow- affairs also coordinates the cocurricular activities of the ships, international student activities, and other aca- Skidmore Honors Forum and advises the honors floors, demic opportunities and difficulties may be referred to Hathorn House, and Adams House. this office. The Dean of Studies Office also publishes the yearly Student Academic Handbook and the Center for Sex and Gender Relations: The Center for Faculty Advising Handbook. These booklets survey all Sex and Gender Relations works with students, faculty, academic programs and policies at Skidmore College. and staff to educate and support healthy and equitable relationships, both personal and professional, between and among women and men. Begun as a student-driv- International Programs en initiative, the Center is operated and staffed by Peer Advocates who are trained to respond to issues of The Office of International Programs organizes a wide sexual health and sexual assault. The Center also spon- range of opportunities abroad for students and faculty. sors a variety of educational programs and cocurricular The office works closely with academic departments activities throughout the year and encourages student- and programs to ensure coordination between academ- faculty collaborative research projects and other aca- ic programs at Skidmore and abroad. The office also demic endeavors related to the study of sex and gen- advises students on program choices and application der. An Advisory Council, composed of students, facul- procedures, helps orient students to the cultural and ty, and staff, and chaired by the associate dean, estab- personal challenges they will encounter abroad, and lishes the mission and goals of the Center and oversees helps reintegrate students into the life of the college the operation and programs of the Center. when they return from study abroad. The office provides administrative oversight for Skidmore’s programs Intercultural Center: The Intercultural Center in Case in Paris, Madrid, Alcalá, London, Beijing, and India, College Center provides a program of co-curricular and provides support to other Skidmore programs activities that welcomes, acknowledges, and celebrates abroad and Skidmore affiliations. diverse traditions. The center offers a visual presence and an annual calendar of programs, seminars, workshops, and exhibits that support academic programs and faculty whose teaching and scholarship is broadly concerned with diversity. The Intercultural Center is a common meeting place for such organizations as the Asian Cultural Association, RAICES, Ujima, Network, Skidmore Pride Alliance, and the Jewish Student Union. It also serves as a meeting center for interfaith 20 activities. The Center promotes an intercultural The Chaplain’s Office addresses many of the critical exchange of ideas and traditions among students, facul- issues that face contemporary college students. ty, and staff that leads to a greater understanding of Through a multifaith approach to religious life on one’s citizenship in a global community. campus, the office provides worship and fellowship experiences for Protestant, Roman Catholic, and Leadership Activities: The Leadership Activities Jewish students, and facilitates those of other faith Office provides advising and training to students who backgrounds in finding appropriate resources in the serve in various leadership capacities in the Student area. Students, faculty, and staff are invited for interre- Government Association (SGA) and in student clubs ligious dialogue through biweekly discussions on cur- and organizations. The staff coordinates a Friday and rent events, academic lectures, and activities designed Saturday late-night entertainment program and helps to address the character of both individuals and com- students plan and implement major cocurricular activi- munities. Through projects addressing social justice ties, entertainment, class events, and theme weekends. concerns, retreats, and partnerships with neighboring In addition, the office sponsors a number of leadership religious communities, the Chaplain’s Office helps skills-development programs for current and aspiring students seeking means to address issues of identity leaders. Special attention is given to the overall quality and well-being. and diversity of the co-curricular life program and to the development of program initiatives that promote Faculty and administrators exercise the fullest meas- school spirit, healthy social interaction, and social ure of good faith to insure that students are able to responsibility. fulfill their religious obligations and practices without suffering any loss of grade or programmatic access. Multicultural Student Affairs: The Multicultural Absences for religious observances will not be counted Student Affairs Office provides advising and program among the number of “allowed absences” per course. support that serves to create a sense of camaraderie for Faculty members have the responsibility to make those students who identify themselves as multicultur- available to each student who is absent from class al (African American, Latino, Asian American, and because of religious obligations the opportunity to Native American [ALANA] students) and to educate make up any missed coursework, exams, or course the larger community about diversity. The office col- requirements. Because Skidmore calendar policy pro- laborates with various academic departments, adminis- hibits scheduling activities during study and exam trative offices, and college committees in the sponsor- periods, student clubs and organizations desiring to ship of programs that prepare students to meet the schedule religious observances during these periods challenges of an increasingly diverse and changing may do so only by notifying the dean of the faculty in world. The director serves as a personal development writing and by following the scheduling procedures of advisor to multicultural students and assists student the Office of Leadership Activities. cultural organizations with the planning and implementation of campuswide programs that celebrate cul- Volunteer Services: The Volunteer Office facilitates tural traditions and embrace the ideals of a multicultur- programs that foster an awareness of an individual’s al community. place within a community and the role she or he can play to help those lacking in a variety of life necessi- Religious Life: Skidmore College is respectful of and ties. The coordinator of volunter services supports fac- responsive to those in the community who practice the ulty in their endeavors to engage students in service- religion of their choice, providing, as often as possible, learning experiences throughout Saratoga County. The options to the Skidmore community that are inclusive coordinator also works with the Skidmore-Schuylerville both in tone and content. Skidmore welcomes student School District partnership, Expanding Horizons, to religious groups whose purposes are in harmony with promote school activities that draw upon Skidmore stu- the educational goals of the college and whose activities dents’ knowledge, talents, and skills. The student are open to the college community. Indeed, Skidmore organization Benef-action, to which the coordinator embraces religious pluralism in its desire to be a vitally also serves as an advisor, sponsors many fund-raising diverse community, though its practices and policies are activities on campus for local charities and promotes secular in nature and its imperative is to ensure that participation in a variety of national volunteer pro- students can meet the academic requirements of the grams such as Special Olympics, Make A Difference New York State Department of Education. Day, and walkathons. 21 Residential Life The residence halls, central to life on campus, offer a diversity of programs and are supervised by a network Skidmore provides a cocurricular environment that of trained upperclass students. Hall councils, com- enhances and enriches the academic program through posed of elected student representatives, develop a opportunities for personal and social growth, self-dis- variety of events and programs for the halls. covery, and an appreciation of one’s responsibilities to others. At Skidmore, residential living is an integral MOORE AND KEYES QUADRANGLES part of the student’s education. At its best, residential living fosters a sense of community; facilitates the inte- Moore Quad consists of Kimball, Penfield, Wilmarth, gration of the individual into campus activities and and McClellan residence halls. Each hall houses organizations; exposes students in a direct and personal approximately 140 students on three floors in single, way to a pluralistic community of people with diver- double, or triple rooms. In addition, each of the halls gent points of view, values, lifestyles, and background has a large living room. There are kitchenette facilities, experiences; encourages an atmosphere of free and a study room, and a small lounge on each floor. wide-ranging expression of ideas; and develops in each person capacities for self-direction and deep concern Keyes Quad has comparable facilities. Howe, Rounds, for others. and Wait residence halls accommodate 340 students, while Jonsson Tower houses another 280. The latter, a Residential life is not always comfortable, supportive, twelve-story building, is the tallest on campus. Atop or secure. Interpersonal tensions, serious value con- Jonsson Tower is the penthouse, with lounge and flicts, and discomfort caused by living in close proximi- kitchen facilities for hall use and other college activities. ty with large numbers of students are not unusual. Learning to respond maturely, responsibly, and cre- WIECKING HALL (FORMERLY SKIDMORE HALL) atively to adversity are important elements in self- This facility, located just south of McClellan and growth. Skidmore provides resources through its resi- Penfield, accommodates 128 students on three floors of dence-hall staff, Counseling Center, Chaplain’s Office, single and double rooms. By design, the building’s and other student affairs staff, to help students adjust flexible arrangement provides opportunities for both to residential life. privacy and social interaction. The seminar area on the first floor is designed to integrate academic and resi- Skidmore regards its students as maturing adults and dential life. expects them to accept a large measure of responsibility for their personal and social lives. Skidmore’s room- SCRIBNER VILLAGE APARTMENTS change and off-campus living policies reflect the belief that students often learn more about themselves and Intended for upperclass men and women, Scribner others by working through difficult situations rather Village houses 283 students. There are fifteen houses than escaping them. containing fifty-six units that accommodate four, five, six, or seven students. Each apartment is fully fur- All continuing full-time students and students return- nished and has an appropriately equipped kitchen. ing from leaves of absence are required to participate Students living in Scribner Village may elect to join in the room selection process, held each spring semes- the meal plan or to prepare their own food in the apart- ter (Moore Hall is considered “on campus”). Room ment kitchen. selection is a random-drawing procedure giving preference to class (seniors choose first, juniors choose sec- MOORE HALL ond, etc.). The procedure provides students with a wide range of living options, including college-super- Moore Hall is a residence hall and dining facility locat- vised residence apartments. All first-year students are ed on Union Avenue in downtown Saratoga Springs, required to live in college-supervised housing, except approximately two miles from campus. This structure those living at home with a parent or guardian at the accommodates 160 students on five floors. There are start of their freshman year. All students living in the traditional “double-loaded corridors,” lavatory facili- residence-hall system sign a room and board agree- ties, and lounge areas on each floor. A glass-enclosed, ment that outlines their rights and responsibilities. circular dining room serves the residents of the building. A Skidmore bus provides transportation to and from the campus for residents of Moore Hall. 22 OFF CAMPUS Counseling In consideration of Skidmore’s commitment to an edu- The Counseling Center is committed to serving the cational philosophy that supports the importance of liv- developmental and psychological/psychiatric needs of ing in campus housing and in consideration of its the student body and acting as a resource to the financial obligations, all freshman full-time students Skidmore College community. The Center provides a must live in college-supervised housing. However, for range of professional services, including assessment a limited number of upperclassmen, the option of liv- and referral, short-term treatment, crisis consultation, ing off campus is available through the room selection group therapy, outreach, education, and medication process. (See the Room Selection Guide for specific management. Students requiring longer-term, more options and requirements.) Preference is first given to intensive or specialized treatment services may be seniors, and then to juniors. Exceptions to this policy referred to community providers as appropriate. The may be made in the following situations: students liv- office is staffed by mental health professionals from ing with a parent and/or guardian and commuting daily, several disciplines. The center serves as a training site students who turn twenty-two years old before the for advanced graduate students in counseling psycholo- start of the academic year, married students, and stu- gy. All services are confidential and free of charge. The dents with children. center is located on the ground floor of Jonsson Tower, across from Health Services. Health Services Health Services provides a general range of services Career Services including, but not limited to: treatment of general The Office of Career Services offers a wide array of medical problems and injuries; immunizations; and services that help all interested students and alumni birth control counseling and gynecologic examinations. clarify their career goals and pursue career or graduate Health Services maintains a limited on-site laboratory school opportunities. The following services are avail- that can assist with many common health care needs. able to Skidmore students and alumni: Throat cultures, specialized blood tests, gynecological, and STD tests are sent to an outside laboratory. Career counseling is provided during in-person, indi- Referrals to specialists, both in the local community vidual appointments, at which a professional career and in neighboring cities, can be arranged as need aris- counselor facilitates exploration of personal values, es. Health Services also provides educational opportu- interests, skills, and aspirations—the building blocks of nities that focus on health maintenance, increasing satisfying academic- and work-related decisions. health awareness, and illness prevention. Advising on graduate/professional school; career research; internship and job search; resume and cover There is no charge for visits to Health Services. letter development; and interview preparation is avail- Students (or their health insurers) are responsible for able in person and by phone appointment. bills relating to emergency room visits, outside laboratory and X-ray tests, visits to specialists, immuniza- The Career Services Web site (www.skidmore.edu/ tions, and medications. All students are required to administration/career) has an extensive array of links to complete a health form and immunization record in research, networking, internship/job recruiting, and order to register for classes. Proof of adequate U.S.- graduate school resources for students and alumni. A based medical insurance is mandatory, and a student computer lab and an extensive collection of books and health insurance policy is available through the college. directories are available in the office’s reference center All visits are confidential; no information is shared to support an individual’s efforts. without a student’s permission. In addition to subscribing to numerous job-listing The Health Services staff includes physicians, nurse resources, the office regularly publishes newsletters to practitioners, college-health certified registered nurses, keep the student body aware of pertinent opportuni- a health educator, a nutritionist, and other clinical and ties and their deadlines. Students who register with the administrative personnel experienced in working with office will also receive targeted e-mail regarding special college students. The office is located on the first floor job and internship opportunities. of Jonsson Tower. 23 The Alumni/Parent Career Network has more than COCURRICULAR ACTIVITIES 2,000 volunteers prepared to help people explore the world of work and to identify appropriate job and Student Government Association internship leads. Many career advisors volunteer to sponsor students who participate in the annual Job Students may participate in the governance of the college Shadowing Program. Students can spend one to five through the Student Government Association. The SGA, days on the job, shadowing a sponsor. which includes all members of the student body, is dedi- cated to the principles of democratic self-government and Networking programs in regions including New York responsible citizenship. SGA operates under authority City and on-campus events such as the “A-B-C” granted by the college’s board of trustees. The SGA (Alumni Back to Campus) program link students with Executive Committee, composed of the student presi- alumni. These events are useful both for gathering dent and five vice presidents, oversees SGA programs in information about potential career options and for the areas of cocurricular activities, residential life, aca- identifying job and internship leads. demic affairs, communications, and financial affairs.

The MonsterTrak recruiting program for seniors and The SGA Senate is made up of students elected from recent graduates includes on- and off-campus interview the residential units and the student body at large. It is opportunities. Recruiting events for seniors, such as the major legislative body for the students. The the ECCD Boston and New York City career days, and Interhall Board, also elected from the residences, virtual career fairs, sponsored in cooperation with reviews college policies relevant to campus services groups of colleges, offer additional opportunities. and student life issues, and deals with functions of residence hall governance and cocurricular programming. Services and programs for underclass students include Academic Council is composed of two student repre- internship registration for targeted e-mail service, job sentatives from every academic department who serve shadowing program, and advising regarding choice of as liaisons between the majors/minors and the faculty majors/career. Career Services staff are happy to talk of the various departments; the council initiates pro- with all students and encourage them to initiate con- posals and reviews policies related to academic life. tact with the office during their first year. In addition to these major bodies, students serve as representatives to faculty committees, administrative committees, and college task forces. There are also all- student SGA committees concerned with traditional events, student elections, SGA budget, public relations, and diversity affairs.

Disciplinary concerns are handled through the college tripartite (students, faculty, and staff) judicial committees: the Integrity Board and the Board of Appeal. The Student Handbook outlines student and campus services, college policies, and the Skidmore Honor Code.

In addition, SGA sponsors more than 100 student clubs and organizations representing a broad and diverse range of interests.

Falstaff’s, the Skidmore social pavilion on campus, is managed and funded by the SGA. This facility, separately incorporated as a not-for-profit organization, is directed by a board of students, faculty, and staff. Events such as Lively Lucy’s Coffeehouse, DJ nights, band jamborees, swing and techo dances, hall dinners, special luncheons, receptions, and leadership retreats 24 are frequently held at Falstaff’s. Student Organizations Performing Opportunities

Many special and regularly scheduled events are con- MUSIC ducted by organizations sponsored through SGA. The Student Entertainment Company is responsible for con- Skidmore’s musical organizations accommodate a vari- certs, parties, and other all-college social activities. The ety of musical preferences. They are open by audition Student Speakers Bureau brings to campus stimulating to all interested students, regardless of major, and to lecturers, columnists, artists, and authors. A cappella faculty. groups, a variety of dance groups, improvisational come- The Skidmore Chorus performs a large repertoire of dy groups, and Cabaret Troupe perform regularly works from many centuries. The Vocal Chamber throughout the year. The four classes that comprise Ensemble, a small, select subgroup of the chorus, per- Interclass Council organize four major weekends: forms a wide variety of a cappella and accompanied Oktoberfest and Ring Weekend in the fall, and Winter music. The Skidmore Opera Workshop presents scenes Carnival and Spring Fling during spring semester. and complete works from classical through modern In addition, students are actively engaged in contem- operatic repertoire. porary issues that have social relevance to their lives as The Skidmore Orchestra, a seventy-member orchestra emerging adults. Many special-interest groups repre- of Skidmore’s best instrumentalists supplemented by sentative of such areas as multicultural diversity, sexu- professional musicians, performs major symphonic ality, health and wellness, the environment, religion, repertoire from the Baroque period to the present. community service, and social/political activism, con- Skidmore chamber ensembles, composed of pianists, tribute to students’ out-of-class activity and education- brass, woodwind, and string players, are coached week- al experience. ly by faculty. Each group performs at the end of the Many academic departments are affiliated with a stu- semester. dent academic club, which sponsors a variety of activi- The Skidmore Jazz Ensemble and several small jazz ties relevant to the academic discipline. In addition, combos rehearse weekly and perform regularly on and SGA supports a number of athletic and recreation off campus. The Guitar Ensemble, Flute Ensemble, clubs such as the Outing Club, as well as martial arts, and string and wind chamber ensembles perform every yoga, health and fitness, sailing, alpine and nordic ski- semester. ing, snowboarding, women’s and men’s ice hockey, Ultimate Frisbee, and polo clubs. The West African Drum Ensemble is devoted to the performance of the traditional music of Ghana, focus- Media opportunities include the student newspaper, the ing on hand-drumming techniques. Students play on Skidmore News; the college’s FM radio station, WSPN; drums and bells imported from Africa in a select and closed-circuit television station, TV-3. The year- ensemble of about fifteen members. book, Eromdiks, long regarded as the seniors’ chronicle of events, and Folio, and arts and literary journal, are Four a cappella singing groups, the Sonneteers, the published annually by students. SGA also produces Accents, the Bandersnatchers, and the Dynamics, are Skidmore Skoop, an online guide for new students. student-directed SGA organizations specializing in bar- bershop, jazz, and popular songs from the 1920s to the Media Opportunities present. The Sonneteers and the Accents are all- women groups, the Bandersnatchers is a men’s group, Student media opportunities include the student news- and the Dynamics is coed. paper, the Skidmore News; the college’s FM radio station, WSPN; and closed-circuit TV station, TV-3. The yearbook, Eromdiks, long regarded as the seniors’ chronicle of events, is published by students. Folio, an arts and literary journal, and Politeia, a journal of opinion in the social sciences and philosophy, are published annually. Skoop on Skidmore, a guide for new students, is produced by the Orientation Committee. 25 THEATER Collegiate Athletics Members of the Skidmore campus community, MISSION STATEMENT including theater majors and interested non-theater majors, have numerous opportunities to gain experi- Sports and Recreation: Skidmore College is committed ence in acting, design, and production. The Theater to a balanced and proportionate approach to sports and Department’s production activity includes fully recreation, one in which intercollegiate competition, mounted productions in the large thrust theater and intramural activities, physical activity, and fitness and in the more flexible black-box studio space of recreation programs are all valued within the context of Bernhard Theater. Throughout the year, many work- a liberal arts education. Athletics broadly construed has shops are presented in the two rehearsal studios. On an integral place in the lives of our students both dur- occasion, the department hosts visiting professional ing their time at Skidmore and after. As such, sports productions and various training workshops in areas and recreation promote goals compatible with academ- that are of interest to Skidmore students. ic pursuits and community life, including teamwork, discipline, health, camaraderie, challenge, and creativi- Within the Capital District region, the department ty. As an educational institution, we are committed to maintains strong relationships with the Adirondack offering a wide range of opportunities and resources to Theatre Festival, Lake George Opera Company, members of the college community interested in Saratoga Performing Arts Center, Saratoga health, fitness, and physical activity. Shakespeare Company, Capital Repertory Theatre, and Williamstown Theater Festival. Many Skidmore Intercollegiate Competition: Skidmore’s intercollegiate students participate in summer and year-round pro- athletic program reflects the National Collegiate grams with these companies, and other companies Athletic Association Division III philosophy. throughout the country. Consequently, it emphasizes the importance of physical activity as a medium for individual development Student-directed SGA organizations include the Ad- and seeks to create a challenging, yet supportive com- Liberal Artists, a group of eight to ten students who petitive environment that cultivates intellectual, per- write, improvise, and perform their own comedy mate- sonal, and athletic excellence. Consonant with the col- rial, and the Cabaret Troupe, which produces musical- lege’s commitment to the process of active learning, theater works. the intercollegiate athletic program offers students a vital opportunity to participate on a wide range of ath- DANCE letic teams.

Dance at Skidmore has a long and distinguished tradi- Based on the principle that athletics can bring pride in tion. Offering academic as well as technical study, it accomplishment, the intercollegiate program also pro- encompasses a variety of interests including ballet, vides a valuable community experience by promoting modern/contemporary dance, ethnic dance, jazz, school spirit and by unifying the campus. The athletic improvisation and choreography, history and repertory program represents Skidmore across the state, region, of dance, dance production, independent study, semi- and country, enhancing the college’s reputation in the nars, and special dance forms of both the Western and eyes of prospective students, alumni, and the commu- Eastern worlds (such as pointe, character, dance for the nity in general. In the end, the goals of the intercolle- child, music for dancers, yoga, Bharata Natyam, and giate athletic program are to assist the student-athlete African). There is also an active student dance club, to meet challenge with determination and inspiration, Terpsichore. hard work and dedication; to understand that it is the quality and consistency of effort that defines the out- The Dance Program invites visiting artists to offer come; and to learn that the quality of communal life is workshops, master classes, performances, and lectures dependent in part on individual contributions. throughout the year.

26 INTERCOLLEGIATE TEAMS INFORMAL AND INDIVIDUAL ACTIVITIES Skidmore College is affiliated with the NCAA, ECAC, The Sports and Recreation Center is open during the Liberty League, and NYSWCAA. Intercollegiate ath- school year for students and staff to pursue informal letic teams compete against Northeast area colleges in activities such as running, swimming, weight training, appropriately challenging schedules, and encounter racquetball, basketball, indoor soccer, and aerobics. teams from across the country on regional tours. Skidmore is a member of the Liberty League, which Complementing the facilities especially designed for provides conference play among the ten member sports—the Sports and Recreation Center, tennis institutions. courts, playing fields, the outdoor athletic complex, and the Van Lennep Riding Center—are the natural The college fields intercollegiate men’s teams in base- recreation grounds of the campus itself. Set among ball, basketball, crew, golf, ice hockey, lacrosse, soccer, woods, hills, and open fields, the campus is alive at all swimming and diving, and tennis; and women’s teams seasons with unstructured sports activity, as hikers, in basketball, crew, field hockey, lacrosse, riding, soc- runners, and cross-country skiers set their courses cer, softball, swimming and diving, tennis, and volley- along the trails that wind through the wooded campus. ball. Consult Athletics Personnel for the names of head Backpacking, rock climbing, and wilderness weekends coaches and the athletics staff. are popular, with the Outing Club organizing trips and providing camping equipment. In compliance with the Equity on Athletics Disclosure Act, Skidmore College publishes an annual report that THE SURROUNDING AREA includes participation rates, financial support, and other information on men’s and women’s intercolle- The city of Saratoga Springs offers additional opportu- giate athletic programs. The report is available upon nities for golf, bowling, racquet sports, and ice skating. request. Nearby areas offer a wide range of recreational activity. Located in the foothills of the Adirondack Mountains, Skidmore is only one hour from major ski Intramurals, Clubs, and Recreation resorts, while Lake George and Saratoga Lake are available for sailing and water sports. State parks with Like intercollegiate athletics, intramural and recre- trails for cross-country skiing, biking, and hiking are ational activities are an important part of the Skidmore readily accessible. experience. Students, faculty, and staff have joined in a cooperative effort to provide a program that serves the needs of students of varied levels of skills and abilities. On campus and beyond, recreational opportunities abound for the individual enthusiast as well as for the student seeking group activities in intramural or club sports.

INTRAMURALS A thriving intramural program provides a wide variety of coeducational sports activities. Among the current intramural sports are basketball, flag football, racquetball, indoor soccer, softball, tennis, volleyball, and water polo.

CLUBS Students who share similar enthusiasms also form activity clubs. Clubs in the recent past have focused on alpine skiing, aerobics, weight training, hiking, climbing, cycling, polo, Kung Fu, Ultimate Frisbee, and women’s ice hockey. 27 Admission

Skidmore seeks students who demonstrate strong aca- their guidance counselor, assessments from two teach- demic ability, intellectual curiosity, open-mindedness, ers, and the Skidmore supplement to the Common and an energetic commitment to learning. Since stu- Application. All supplementary forms should be dents learn not only from the faculty but from each returned to the Admissions Office by February 1. other, Skidmore also seeks diversity in its student body, looking for a wide geographical distribution and a Skidmore College encourages applications from eco- variety of talents, interests, and backgrounds. nomically and academically disadvantaged students. Those who are eligible New York State residents will Because the number of qualified students applying for be referred to the Higher Education Opportunity admission exceeds the limited size of each entering Program (HEOP) for consideration. Those who are class, it is not possible to admit all candidates who ineligible for HEOP will be referred to the Academic could be expected to succeed at Skidmore. The Opportunity Program (AOP) for consideration. To Admissions Committee strives to admit those students obtain information about HEOP/AOP, contact: whose abilities, interests, character, and background give them the greatest promise of profiting from and Director, HEOP/AOP contributing to Skidmore College. Skidmore College 815 North Broadway The committee’s primary emphasis is on the strength Saratoga Springs, NY 12866-1632 of a student’s academic record, as evidenced by quality of secondary school courses, classroom achieve- Early Decision ment, and standardized test scores. Personal qualities, accomplishments, interests, and capacity for growth Skidmore’s Early Decision (ED) Plans are designed are also strongly considered, so careful attention is for qualified high school seniors who have examined paid to recommendations, the student’s personal state- their college preferences thoroughly and have decided ment, co-curricular activities, and, where applicable, that Skidmore College is their first choice. Although the interview. candidates for Early Decision at Skidmore may initiate applications to other colleges, it is understood that Application Guidelines they will immediately withdraw them and enroll at Skidmore if accepted under an Early Decision Plan. The admissions staff welcomes communication with ED applicants should make a special effort to have prospective candidates, their parents, and school advi- their first set of senior grades sent to the Admissions sors. Correspondence should be addressed to: Director Office as soon as possible. of Admissions, Skidmore College, Saratoga Springs, NY 12866-1632, or via e-mail at [email protected]. Skidmore offers both Round I and Round II Early Decision Plans. Applications for the Round I Early Students apply for admission by completing the appli- Decision Plan may be submitted any time up to cation and returning it to the Admissions Office accom- November 15, with notification by January 1. The panied by the application fee of $60. No application Round II application deadline is January 15, with noti- can be processed until this fee is received. The fee is a fication by February 15. service charge and is not refundable, nor is it credited on any subsequent bill. In cases of economic hardship Some Early Decision candidates who are not admitted and on the recommendation of the high school princi- under an ED plan will be deferred for reconsideration pal or guidance counselor, the application fee may be without prejudice during the “regular” admissions waived. Requests for a fee waiver should be sent to the process. ED applicants who clearly would be inadmis- director of admissions. sible in the spring are given a final negative decision at the time of Early Decision. Skidmore College participates in the Common Application in use by more than 200 colleges and uni- Financial aid applicants who are applying for admission versities in the United States. Required supplementary under either Early Decision Plan must file the PRO- forms and instructions are included with application FILE form of the College Scholarship Service by the materials sent to candidates from the Admissions appropriate Early Decision application deadline, Office. Students must submit a recommendation from November 15 or January 15. 28 Requirements for Admission Campus Visits and Admission Interviews Candidates for admission are expected to complete a Skidmore College welcomes visits from prospective stu- secondary school program with a minimum of four aca- dents and families. Although an interview is not required, demic subjects each year, or the equivalent of sixteen a personal interview allows the Admissions Committee to college-preparatory credits. Qualified juniors may be learn more about the candidate as an individual and considered for early admission. For further informa- enables the candidate to learn more about Skidmore. For tion, see Early Admission. those reasons, high school seniors are urged to visit campus for an interview between May 1 and February 1. Preparation for Skidmore should include four years of Interviews are typically preceded or followed by a cam- English, three or more years of mathematics, three or pus tour with a student guide. Interviews are offered more years of social science, three or more years of sci- weekdays from 9 a.m. to 3:30 p.m and on Saturday morn- ence, and three or more years of a foreign language. ings from September through January. For students who prefer group information sessions, they are offered The Admissions Committee, recognizing that school throughout the spring, summer, and fall. Appointments curricula vary, is always willing to consider the applica- should be made well in advance by contacting the tion of an able student whose preparation, while differ- Admissions Office at 800-867-6007 or 518-580-5570. If a ing from the plan suggested, nevertheless gives evi- campus visit is impossible, the Admissions Office can dence of continuity in the study of fundamental sub- help candidates arrange interviews with alumni admis- jects and readiness for college. sions representatives in their home areas. Candidates can also visit Skidmore on the Web at www.skidmore.edu. Applications should be submitted as early as possible in the senior year but no later than January 15. High While students and parents are welcome to visit aca- school transcripts and teacher recommendations should demic departments when Skidmore is in session, they also be on file in the Admissions Office by January 15. are asked to remember that the faculty have primary commitments to teaching, advising, and scholarship. While prospective studio art majors are not required to Accordingly, if a meeting with a faculty member in a submit a portfolio, they are welcome to send ten to particular department is desired, prospective candi- twenty 35mm slides of their work to the Admissions dates are requested to make arrangements through Office no later than January 15. Slides should be the Admissions Office well in advance of their encased in 9-by-11-inch plastic slide sheets and clearly intended visits. labeled with name, medium, size, date, and “top” of work. Applicants who wish their slides to be returned should include a stamped, self-addressed envelope. Information for Students with Disabilities

Although a decision on each application is given by the Applicants who identify themselves as having a disabili- Admissions Committee in late March, all offers of ty during the admissions process are considered for admission are contingent upon the satisfactory comple- admission on the same competitive basis as other appli- tion of the senior year at an academic and personal cants. The Office of the Dean of Studies is glad to con- level comparable to that on which the acceptance was sult with students about available services. Although no based. The committee reserves the right to rescind an formal program exists at the college, Skidmore does offer of admission if subsequent evidence is presented employ a disabilities specialist who acts as a resource that a candidate has misrepresented himself or herself, for students in need of modifications and accommoda- has purposely violated application procedures, or has tions on campus and in the classroom. If a student failed to complete his or her senior year in a satisfacto- anticipates requesting services from the disabilities spe- ry manner. cialist, he/she should be prepared to provide the following information at the time of enrollment:

1. Documentation and diagnosis of a specific handicapping condition that is not older than three years. The evaluation should be completed by a specialist in the area of the handicapping condition (e.g., educational psychologist, certified school psychologist, psychiatrist). 29 2. Specific recommendations from the professional Standardized Testing conducting the evaluation, which list reasonable accommodations and modifications that would benefit While the Admissions Committee considers a student’s the student on a college campus. classroom performance in a rigorous academic program to be the best indicator of potential for success at All enrolled students receive an application for accom- Skidmore, standardized test scores may also provide modation for students with disabilities. Students with a useful measures of academic promise. Skidmore documented disability should complete the application requires either the College Board Scholastic and return it with the required documentation to the Assessment Test (SAT I) or the ACT (with Writing disabilities specialist in the Dean of Studies Office. Test) of the American Testing Service, and strongly Using the information from the application and the recommends (but does not require) two SAT II: diagnostic materials provided, the disabilities specialist Subject Tests. A foreign language subject test is rec- will assist the student in developing an individualized ommended for placement purposes. If a student does system of support that is specific to the student’s not take a foreign language subject test, he or she will needs. After their arrival at Skidmore, students will be asked to take a similar placement examination dur- then meet with the disabilities specialist. ing first-year student orientation. Students for whom English is not their first language should submit the Among the most commonly requested accommoda- results of the Test of English as a Foreign Language tions are extended time on tests, alternate testing loca- (TOEFL) in addition to either the SAT I or ACT. All tions, permission to use tape recorders and laptop com- testing should be completed by December of the puters in class, peer tutors, and assistance with skills applicant’s final year of high school. such as time management and organization. SAT I, ACT, SAT II: Subject Tests, and TOEFL reg- Skidmore also provides an excellent range of academic istration forms are available in high school guidance support services for the general student population, offices. The College Entrance Examination Board and services that may also be of help to students with dis- the American College Testing Service will also send abilities. These academic supports include a writing free of charge to any school or applicant a copy of its center, a math and computer science laboratory, a for- bulletin, which contains all information on test fees eign language laboratory, peer tutoring for most courses and examination centers. The CEEB booklet may be offered by the college, and a counseling center. obtained by writing to the College Board, ATP, Box 592, Princeton, NJ 08541. The ACT booklet is avail- Applicants should bear in mind that all students must able at P.O. Box 414, Iowa City, IA 52243. fulfill foreign language, expository writing, mathematics, laboratory science, and other requirements of the For credit granted by Skidmore for Advanced Skidmore curriculum. Since the curriculum represents Placement Tests, see Credit by Examination. Skidmore’s definition of a sound liberal arts education, requirements are never waived. However, under a few The Admissions Office requests that the results of all exceptional circumstances, the college may consider standardized testing be sent directly to Skidmore substituting a course or courses for a curriculum College from the appropriate testing service. requirement. In such instances, students must submit diagnostic documentation that confirms the presence Midyear Admission of a specific disability that would prohibit them from achieving the goals of this requirement. Skidmore welcomes applications on a space available basis for midyear admission from students who will be For more information, contact the disabilities specialist beginning their college careers in the spring semester in the Office of the Dean of Studies: 518-580-5720. and from transfer students who will have at least one full year of transferable credit from another college. Students interested in midyear admission should submit their applications by November 15.

30 Early Admission A limited number of financial aid packages are available to transfer students applying to Skidmore. Students are The Admissions Committee will consider applications required to file the Free Application for Federal for fall admission from candidates who wish to enter Student Aid (FAFSA) and the PROFILE form of the college prior to the normal completion of a secondary College Scholarship Service (CSS) no later than April 1. school program of study, i.e., at the end of the junior year of high school. In such a case, the committee A tentative evaluation of transfer credit will be avail- gives special consideration to the reasons for the candi- able upon request at the time of an acceptance; the date’s desiring such admission, the recommendation of definitive evaluation is done by the Office of the secondary school guidance officials, and the candidate’s Registrar and is not available until after the student maturity and potential for dealing with both the aca- has enrolled at Skidmore. Only courses in which a stu- demic and social demands of college life. An interview dent has received a grade of “C” or better are transfer- with a member of the admissions staff is strongly rec- able. (See Transfer of Credit.) ommended for all candidates seeking admission under the Early Admission Plan. At least sixty semester hours of the 120 semester hours required for graduation from Skidmore must be earned through enrollment in Skidmore College courses. Transferring to Skidmore

Each year, Skidmore admits students who wish to Admission of International Students* transfer from other accredited colleges or universities. Such students should have maintained a strong record Applications from international students and U.S. citi- of achievement in liberal arts courses taken at colleges zens studying abroad are welcomed and receive special previously attended. Transfer applicants should have attention throughout the evaluation process. taken the SAT I or the ACT, but SAT IIs are not required. International students and U.S. citizens studying abroad must submit: A candidate for admission with advanced standing should complete and return the application, accompa- • Transcripts of all secondary- and university-level nied by a fee of $60, to the Office of Admissions by work completed or currently in progress November 15 for admission in January or by April 1 for • SAT I or ACT examination results admission in September. • Test of English as a Foreign Language (TOEFL) for any students for whom English is not their An official transcript (or transcripts) of all college-level primary/first language work done through the most recently completed • Two academic teacher recommendations semester must be submitted. A midterm report of col- • One guidance counselor recommendation lege work currently in progress is required, and a tran- • Skidmore College supplement to the Common script of such work should be sent as soon as one is Application available in the event that the Admissions Committee feels it is necessary to review final grades for those Those taking the General Certificate of Examination courses before rendering a decision. Applicants should must successfully complete “O” Level Examinations also submit a high school transcript, two recommenda- in at least five subject areas, including English lan- tions from college professors who have taught the guage. (For further information regarding transfer of applicant in academic courses, and the Dean’s Report credit for university-level study and examinations, see included in the application packet. Transfer of Credit in the Academic Requirements and Regulations section.) Transfer candidates will be notified of the Admissions Committee’s decision as soon after the pertinent dead- Arrangements for SAT I, ACT, and TOEFL examina- line as possible. The committee expects that final tions must be made at least two months in advance of records will be consistent with the record available at the test dates. All tests should be taken before the time an offer of admission is made. Skidmore’s January 15 application deadline.

*Skidmore College is authorized under federal law to enroll non-immigrant alien students. 31 English is the language of instruction at Skidmore, and Application Deadlines it is necessary that all students be proficient in reading, writing, and speaking English. (Generally, a score of APPLICATIONS 243 on the computer-administered, or 590 on the First-year student applications should be filed by paper-administered TOEFL examination is regarded January 15 for regular decision and by November 15 as an indicator of minimal proficiency for study at (Round I) or January 15 (Round II) for early decision. Skidmore.) Skidmore does not offer English as a Transfer applications should be filed by April 1. Second Language or other special courses for students Midyear transfer applications should be filed by who are not proficient in English. November 15. All applications must be accompanied by a $60 fee. Skidmore is able to offer a very limited number of financial aid awards to students who are not citizens or SCHOOL TRANSCRIPTS permanent residents of the United States. Students applying for aid are required to file the College Board’s The Secondary School Report form should be submit- International Student Financial Aid Application. The ted to the Admissions Office by the appropriate appli- consideration for these awards is highly competitive; cation deadline and midyear grades as soon as they are please contact the Admissions Office for more informa- available. The appropriate forms are included in the tion. Certification that financial obligations can be met application packet. will be required by Skidmore and also by the United States agency issuing a visa. The United States TEACHER RECOMMENDATIONS Immigration Form I-20 will be issued after the enroll- Two academic teacher evaluation forms are included ment deposit has been paid. with the application and should be submitted as early The academic year at Skidmore is made up of two as possible, but no later than the appropriate applica- semesters, one running from the beginning of tion deadline. September to late December, and the second from mid-January to the beginning of May. Summer recess STANDARDIZED TESTING runs from May through August and may be utilized for The SAT I or ACT must be taken no later than travel or study; during this period, students must pay December of the senior year. The SAT I or ACT (with their own expenses. Housing is not available during Writing Test) is required; three SAT II: Subject Tests breaks between semesters, and students taking sum- are strongly recommended but not required. Students mer courses will be charged additional tuition, room, for whom English is not their first language should and board fees. submit results of the Test of English as a Foreign Language (TOEFL). The Admissions Committee requires that the official score reports be sent directly from the appropriate testing service. Skidmore’s CEEB code is 2815; the ACT code is 2906.

FINANCIAL AID A Free Application for Federal Student Aid (FAFSA), and the PROFILE form of the College Scholarship Service should be submitted no later than January 15. New applicants obtain the FAFSA and the registration for the PROFILE form from their high school guidance office. Financial aid applicants who are applying for admission under either Early Decision Plan must file the PROFILE form of the College Scholarship Service by the appropriate early decision application deadline. Transfer applicants should file the PRO- FILE and FAFSA forms by April 1. Skidmore’s FAFSA code is 002814, the PROFILE code is 2815. 32 Only those accepted candidates whose financial aid Nonmatriculated Students applications are complete will be considered for financial aid awards. Candidates accepting awards must sub- VISITING STUDENTS mit a copy of their latest IRS tax returns. Students from other institutions may spend a year or a semester at Skidmore College as visiting students First-year students who elect to enroll at Skidmore while concurrently maintaining enrollment at their without financial assistance from the college may apply own colleges. For information, write to the registrar at for consideration for aid beginning the first semester of Skidmore College. their junior year. Transfer students who enroll without grant assistance from the college are eligible to apply SPECIAL STUDENTS for grant assistance after two semesters of matriculated enrollment at Skidmore or when they become juniors, Special students are not matriculated at Skidmore but whichever comes later. may take a partial or full load of courses each semester, up to a maximum of ten courses. Special students reg- NOTIFICATION ister on a space-available basis through the Office of the Registrar and pay a fee for each semester hour of Early Decision candidates are notified in accordance credit. An application form may be obtained from the with the timetable outlined under “Early Decision.” Office of the Registrar. A $25 application fee is charged Regular decision candidates hear from Skidmore in late per academic semester. March. Notification of financial aid eligibility/awards is mailed with notification of admission. CONTINUATION STANDARDS FOR NONMATRICULATED STUDENTS KEY DATES FOR CANDIDATES TO REMEMBER All students enrolling on a nonmatriculated basis are November 15 Application deadline for Round I expected to complete their academic work in a satis- Early Decision Plan factory manner according to the chart below. Failure to November 15 Application deadline for midyear meet these standards will result in a review by the transfer admission Committee on Academic Standing and possible with- December 15 Mailing of Round I Early Decision drawal from the institution. notifications After course number: Cumulative GPA required January 15 Application deadline for regular admission; deadline for financial aid 1 ...... 1.67 application 2 ...... 1.85 January 15 Application deadline for Round II 3–10 ...... 2.00 Early Decision Plan After 10 ...... must matriculate February 15 Mailing of Round II Early Decision ...... or withdraw notifications Late March Mailing of admission and financial Students who fall below these standards may apply for aid decisions to regular decision a one-time nonrenewable waiver in order to continue candidates enrollment. Petitions will be reviewed by the Committee on Academic Standing, and the decision of April 1 Application deadline for fall transfer the committee will be based on academic evidence admission indicating the student’s potential for success. May 1 Postmark deadline for enrollment deposits from accepted first-year Employees taking courses but not interested in obtain- candidates. (This is the uniform ing a degree may petition the Committee on Academic Candidates’ Reply Date.) Standing for a waiver of the ten-course limit.

33 Fees and Expenses

Fees for the academic year 2005–06 are stated below. LATE PAYMENTS Checks for fees should be made payable to Skidmore Fees are payable at the Bursar’s Office on the dates College. indicated above. Incidental charges and miscellaneous fees (e.g., extra course fees) are due upon receipt of Annual fees are as follows: bills. Students must pay their fees on schedule or make Tuition ...... $32,340 definite arrangements with the Bursar’s Office for late Room payment, before being permitted to attend class or Residence Hall, standard ...... $5,100 occupy a room in a subsequent term. Special payment Residence Hall, single-occupancy ...... $5,600 arrangements are made on a case-by-case basis and may Scribner Village apartment ...... $6,150 be extended to families experiencing an unexpected Board ...... $4,020 medical or financial hardship or other extenuating circumstances. Any special arrangements must be agreed upon in writing between the Bursar’s Office and the Schedule of Payments student at least one week before the payment is due.

BALANCE OF PAYMENTS When an account is in arrears, registration and housing Payments are due to Skidmore College in accord with assignment for a subsequent semester will be denied the following schedule: and transcript and diploma will be withheld. Delinquent accounts may be assessed a late fee each Tuition, Room (Residence Hall), Board*, and Activity Fee month, equal to 1.5 percent of the past-due balance. August 1, 2005 Returning students who have paid MONTHLY PAYMENT PLAN (SCIP) a $400 returning deposit pay ...... $20,649 The college offers a monthly payment plan, whereby Entering students who have paid students may pay all or part of their anticipated 2005–06 an enrollment deposit pay ...... $20,749 annual charges (tuition, room, board, and fees less finan- December 15, 2005 ...... $20,730 cial aid and deposits) in up to ten equal monthly installments. Payments are due the 15th of each month, with Tuition, Room (Single Residence Hall), Board*, and final payment due February 15, 2006. There are no Activity Fee income requirements or credit qualifications to partici- August 1, 2005 pate, and there are no finance charges. The only cost of Returning students who have paid participation is a nonrefundable application fee, which a $400 returning deposit pay ...... $20,899 ranges from $65 to $90, depending on when one joins Entering students who have paid the plan. Detailed information on the Skidmore College an enrollment deposit pay ...... $20,999 Installment Plan (SCIP) is sent to all students in April, December 15, 2005 ...... $20,980 and appears online at www.skidmore.edu/ administration/finserv/ bursar/typesofpayment.htm. Tuition, Room (Scribner Village Apartment), and Activity Fee TUITION PREPAYMENT (TUITION STABILIZATION PLAN) August 1, 2005 Returning students who have paid A student may prepay tuition charges, thus guarantee- a $400 returning deposit pay ...... $19,164 ing against future increases for two, three, or four years Entering students who have paid of full-time academic study. The amount will be at the an enrollment deposit pay ...... $19,264 prevailing tuition charge for the following semester, December 15, 2005 ...... $19,245 times the number of semesters being prepaid. Details of this plan are sent to all students in June. Please con- Tuition and Activity Fee tact the Bursar’s Office for more information, or visit August 1, 2005 online at www.skidmore.edu/administration/finserv/ Returning students who have paid bursar/typesofpayment.htm.

a $400 returning deposit pay ...... $16,080 *Students who choose a ten-meal plan or fourteen-meal plan will Entering students who have paid receive a reduced schedule of payments. Students living in Scribner an enrollment deposit pay ...... $16,180 Village apartments or off campus may elect a board plan or purchase meals individually in the dining halls or the Spa (the college-operated 34 December 15, 2005 ...... $16,170 lunch and snack facility). Fees SPECIAL FEES Special Art, Music, and Physical Activity Fees OVERLOADS/UNDERLOADS Listed under respective departments. The standard course load for a full-time student is fifteen credit hours each semester. An overload is defined Room Change Fee ...... $15 as any program registration over eighteen hours. There is an additional fee assessed for programs over eight- Summer School een semester hours. Fees available from the Office of Special Programs.

Full-time students must be enrolled in programs with Transcript of Academic Record a minimum of twelve credit hours each semester. One official copy ...... $5 There is no refund for those students who are carrying at least twelve but less than the standard load of fif- Students and alumni have the option of paying a flat teen hours. fee of $150 to cover mailing of transcripts. Students who elect to pay this one-time fee will not be subject Matriculated students who wish to take fewer than to the per-copy fees assessed each time a transcript is twelve credit hours (an underload) must request part- requested. Additional information can be obtained time status. Part-time students pay for each credit hour from the Office of the Registrar. and an application fee. Automobile Parking Registration Fee ...... $50 Credit-Hour Fee ...... $1,080 ...... per semester

General Deposit ...... $200 An annual rate of $100 will be charged to students who Deducted from $500 nonrefundable enrollment register vehicles in the fall. A semester rate of $50 will deposit paid at time of acceptance. Refund of general be charged to students who register vehicles for spring deposit will be made to students withdrawing or fol- only. This fee is designed to help defray the cost of lowing graduation. The college will deduct from the traffic enforcement and parking lot and roadway main- deposit any charges not previously paid. tenance.

REQUIRED FEES SPECIAL STUDENTS Application for Admission ...... $60 Special students are not matriculated at Skidmore, but Payable by entering students at the time of applica- may take a partial or full load of courses each semester, tion, nonrefundable. up to a maximum of ten courses while holding special student status. They pay an application fee and a fee Student Activity Fee for each semester hour of credit. Special Students may Estimate ...... $319 not register for any physical activity (PA) course. Determined each spring by the Student Government Association and used to cover costs for student publica- Application Fee ...... $25 tions, speakers, organizations, and other activities for Payable once every academic term by nonmatriculated or the following year. Payable August 1. part-time matriculated students at the time of initial registration for one or more courses taken for credit or audit. STUDY-ABROAD FEE Credit-Hour Fee ...... $1,080 Students accepted to participate in an approved study- Payable at the time of course registration. abroad program for any semester of study will be charged tuition and fees at a rate equivalent to that of Audit Fee the regular Skidmore tuition, Scribner Village apart- One course ...... $250 ment room rate, and full board rate, unless the particu- One course in studio art, dance, or theater ...... $500 lar study abroad program does not provide meals as part Payable at the time of course registration for courses of the regular program. For more details, please contact for which no credit will be received. the Skidmore College Office of International Programs. 35 Senior Citizen Audit Fee HOUSING One course in studio art, dance, or theater ...... $400 All residence hall rooms carry the same charge, except when students reside in single accommodations or a Student Activity Fee Scribner Village apartment. Each student is furnished The amount equal to approximately one-half the full with a bed, desk, chair, and chest of drawers. Bed student activity fee, payable when registering for linens, blankets, and towels must be supplied by the twelve or more credit hours per semester. individual. Students are responsible for the care and cleaning of their rooms. Other Expenses The student rooms in the Scribner Village apartments Tuition Insurance (optional) are similarly furnished. Students have the responsibili- A tuition insurance refund plan is offered by the college ty for the care and cleaning of their rooms and the through A.W.G. Dewar Inc. to insure that up to 100 per- commonly shared areas of their apartments. cent of a semester’s tuition and room fees are returned to a student when the student has to withdraw from Skidmore requires that students accept responsibility school for a medical reason. The cost of the insurance is for damage done to college property, whether caused approximately one percent of tuition and room fees. by individuals or by groups. Information on financial Details of this plan are sent to all students with the fall responsibility for damages may be found in the semester bill, and appear online at www.skidmore.edu/ “Student Life” section of the Student Handbook. administration/finserv/bursar/withdrawalsandleaves.htm. Arrangements to participate in the plan should be made The college does not carry fire, theft, or other insur- directly with A.W.G. Dewar Inc. ances to cover personal possessions. Such coverage may be included in policies carried by parents. Health Insurance (estimate) ...... $619/year All students must be covered by medical insurance. Room assignments for returning students are processed The college offers a plan that must be subscribed to during the spring semester. Room assignments for unless alternate coverage is in place. Details of this plan entering students are based upon the date the enroll- will be sent to all students in June and appear online at ment deposit is received. Final confirmation of one’s www.skidmore.edu/administration/health/ housing preference will be made after receipt of the costandinsurance.htm. Payment is due in August. first-semester charges. Entering students are notified of specific assignments in August. Room-change Linen Rental Service (optional) requests, for which there is a $15 service fee, are hon- Estimate ...... $99/year ored by the Office of Residential Life when possible. This service, offered by a linen supply company, sends application forms to students in late summer. Payment is BOARD made directly to the company. The service provides, each week the college is in session, two sheets, a pillowcase, Students living in the residence halls contract for a and three towels. Pickup and delivery is made to resi- board plan that provides nineteen meals per week dences. served in Skidmore’s dining halls. The college also offers a fourteen-meal plan and a ten- Books and Supplies (estimate) ...... $600–1,000/year These items may be purchased with cash, Visa, meal plan to residents who may wish to eat in the din- MasterCard, or your Skidmore ID card/declining-bal- ing halls on a regular basis but less frequently than ance account at the Skidmore Shop. provided by the nineteen-meal plan. If a student chooses either of these meal plans, his or her account is credited.

Students living in Scribner Village apartments or off campus may elect a full board plan or may purchase meals individually in the dining halls or the Spa, the college-operated lunch and snack facility. In addition, block plans are available, which provide a specific num- 36 ber of meals that may be used throughout the semester. REFUNDS Leaves of Absence Since faculty and staff salary commitments must be A student granted an academic or personal leave of made in advance and the costs of plant operation are absence will be given a refund for prepaid tuition, fixed, the college must follow a very limited refund room, and board charges in accordance with the college policy. Refunds for a student enrolled and attending refund policy for the semester or semesters the student classes will be issued only after the Registrar has will not be in attendance at Skidmore. The advance received written notice of withdrawal from the stu- returning deposit of $400 will be deducted from the dent. In extraordinary circumstances, notice may be refund to reserve a place for the student’s return. accepted from a parent or guardian. The receipted Medical Leave of Absence date by the Registrar will be considered as the with- Students granted a medical leave of absence will be drawal date. given a refund in accordance with the college refund The Bursar’s Office will determine the billed charges policy. A tuition insurance plan is offered by Skidmore for the period of attendance, while the Office of to insure that up to 100 percent of a semester’s tuition Student Aid and Family Finance will determine the and room fees are returned to a student when the stu- refund and/or repayments to the federal, state, and dent has to withdraw from school due to a medical rea- Skidmore aid programs when the student is receiving son. Please refer to the “Other Expenses” section for financial aid. The order of refunding federal aid is: additional information on this plan. Federal Stafford Loan, Federal Perkins Loan, Federal Off-Campus Programs Pell Grant, and Federal SEOG. Refund policies for all programs of study conducted at (For information concerning housing, academic sites other than Skidmore’s Saratoga campus are gov- requirements, and financial responsibilities, please erned by the refund policies of the host institution or refer to the current Information on Leaves of Absence program. These policies will often be more limited bulletin.) than those described in the preceding sections. At a minimum, funds already expended or committed by The college’s refund policy is the same as the federal Skidmore for the purposes of off-campus study will not refund policy for all students. be refunded to the student. Students and parents should check carefully on the refund policies of such Withdrawal from Skidmore shall entitle any student off-campus opportunities. who is not a first-time student to a refund of tuition, room and/or board, and student activity fee, less the Appeals advance deposit for that semester and any prepay- Appeals for exceptions to the financial policies of the ments already made for successive terms, according to college, because of unusual circumstances, may be the following schedule: made in writing to the Director of Financial Services.

Prior to the second day of classes ...... 100% refund ADVANCE DEPOSITS FOR 2005–06 ACADEMIC YEAR Within second day of classes 1. A nonrefundable enrollment deposit of $500 is to 10% of enrollment period ...... 90% refund required from entering students upon acceptance. Within 10% and 25% of enrollment period . . .50% refund $300 is credited against tuition at the time of initial Within 25% and 50% of enrollment period . . .25% refund billing, and $200 is credited to the general deposit. Over 50% of enrollment period ...... No refund 2. A deposit of $400 is required in the spring semester Enrollment period is defined as the first day of classes from all returning students. The $400 deposit will be to the last day of final exams within a semester. billed in February 2006, payable March 15, 2006, and will be credited against tuition at the time of initial Any student who receives Title IV (federal student) billing; $200 of this deposit will be refunded to with- aid and withdraws from the college will have the drawing students notifying the registrar in writing by tuition, room and/or board, and student activity fee June 15, 2006, after which there will be no refund. prorated for up to 60 percent of the enrollment period (ninth week of classes). 3. A late fee of $25 may be assessed for advance deposit payments received after March 15, 2006. 37

Financial Aid

Administered by the Office of Student Aid and Family Application Finance, the purposes of financial aid at Skidmore College are to give those students who could not oth- All first-year students who are U.S. citizens or perma- erwise afford it the opportunity to attend the college nent residents of the United States are eligible to and to attract and retain a qualified, talented, diverse apply for all forms of financial aid. Those students student body that can be expected to contribute sub- admitted without Skidmore grant assistance are nor- stantially to the academic and social life of the commu- mally first eligible to receive such aid, if need is nity, while distributing available funds in a fair and demonstrated, in their junior year. This policy includes equitable way. transfer students unless they are admitted as juniors, in which case they may receive Skidmore assistance for Currently approximately 43 percent of Skidmore stu- the senior year if need is demonstrated. Need-based dents are receiving Skidmore-administered scholar- institutional grant assistance is available for up to fif- ships, grants, loans, and/or work awards, which are teen transfer students per academic year. offered singly or in various combinations. In total, 49 percent of the students at Skidmore receive some form Student aid recipients are selected on the basis of of assistance from the college or from outside sources. demonstrated financial need, determined through Numerous financing plans and options are available to Skidmore College’s analysis of the Free Application for families not eligible for need-based financial aid. (See Federal Student Aid (FAFSA) and the PROFILE form Fees and Expenses for monthly payment and tuition of the College Scholarship Service. prepayment plans.) The confidential financial statements known as The largest contributor of student financial aid funds FAFSA and the PROFILE form must be filed each is the college, although federal and state programs year. Entering students obtain the FAFSA and the reg- and private donors assist significantly. Skidmore par- istration guide for the PROFILE form from their high ticipates in the following federal programs: Federal school guidance office. Current students obtain the Pell Grants, Federal Supplemental Educational FAFSA and the registration guide for the PROFILE Opportunity Grants (SEOG), Federal Perkins Loans, form from the Office of Student Aid and Family Federal Stafford Loans, and Federal Work-Study Finance. Program. Skidmore requires that copies of the federal U.S. Federal funds are administered by Skidmore in accor- income tax returns be submitted to verify the financial dance with government regulations and the college’s figures reported on the aid application. Applicants general policies relating to financial aid. Students whose parents operate a business or farm will need to from New York, Rhode Island, and Vermont may be file a Business/Farm Supplement. eligible for state financial aid funds that can be used at Skidmore, and they are required to apply for these Applicants whose parents are separated, divorced, or funds when seeking Skidmore financial aid. never married will need to have their noncustodial parent file a Noncustodial Parent’s Statement. While the For further information about financial assistance from college strives to be understanding in circumstances Skidmore College, see the PDF document titled where a divorce or separation has occurred, Skidmore’s Financial Aid Instructions on the Admissions section of limited financial aid resources require that all possible the College Web site. This information is included in sources of support be considered. Accordingly, the the application packet mailed from the Admissions resources of a remarried parent’s spouse are also con- Office. sidered in every case regardless of any private family agreements.

Candidates for Early Decision admission must file the PROFILE form with the College Scholarship Service by the appropriate admission deadline. At a later date, the FAFSA is to be filed with the federal processor.

38 The financial aid application deadline is January 15 Student Aid Programs and Financing Options (prior to the academic year for which assistance is requested) for prospective first-year students; the SKIDMORE COLLEGE PROGRAMS financial aid application deadline is April 1 for current students and prospective transfer students. Prospective candidates receive consideration for financial assistance MERIT AWARDS if all required financial information is at the college at Lincoln and Therese W. Filene Foundation the time funds for aid awards are allocated. Since funds Scholarship awards are granted on the basis of a special may not be sufficient to meet the needs of all admitted competition to provide gifted young musicians the students who demonstrate financial need, aid is offered opportunity to further their musical studies in a liberal- to as many well qualified applicants as possible, with arts setting. preference given to those students with demonstrated financial need whom the Admissions Committee The Porter Presidential Scholarship in Science and determines to be the strongest applicants among those Mathematics is awarded on the basis of superior admitted to Skidmore. accomplishment and exceptional promise in the sciences or mathematics. A faculty committee determines Students must reapply for aid each year, and the awardees from the applicant pool each spring. amount of the award will reflect yearly changes in Skidmore costs as well as in a family’s financial circum- Together, the Filene and Porter scholarship programs stances. Returning students who have received reflect the special balance between the arts and sci- Skidmore grant aid, who have submitted complete aid ences that is characteristic of Skidmore’s curriculum. renewal applications on time, who meet satisfactory For more information about either of these programs, academic progress conditions, and who continue to contact the Office of Admissions. demonstrate need will continue to receive financial aid. Late applications by returning students may result in an unmet need. LOANS In addition to the federal and state loan programs Skidmore aid resources are not available for summer described at the end of this section, the college partici- study. In some cases, students may be able to utilize pates in another loan program. the Federal Stafford Loan to pay for summer classes.

Freshman financial aid notifications are mailed in early THE CITIASSIST LOAN April. Transfer financial aid letters are mailed on a This long-term loan allows students to borrow up to rolling basis usually in April and May. Returning-stu- the cost of their education each academic year at mar- dent aid notices are usually sent in May and June. ket interest rates, subject to credit qualifications. A Conditions of financial aid awards information is pro- parent co-signer may be required. Payment may be vided with the notification of aid, along with a request deferred while the student is enrolled, or the student for any missing items needed to credit aid money. may begin making payment immediately, extending up to fifteen years.

CAMPUS EMPLOYMENT Initial work placements are in the dining halls, house- keeping, or other essential services. All work is scheduled to avoid conflict with the student’s academic program and averages nine to twelve hours a week. Jobs are also available in the surrounding geographic area. Work opportunities are also available to students not on financial aid.

39 FEDERAL PROGRAMS LOANS

To be eligible for a Federal Pell Grant, Federal FEDERAL PERKINS LOAN Supplemental Educational Opportunity Grant, Federal Work-Study, or Federal Perkins Loan, the student These loans are for undergraduate students enrolled at must: least half-time. The loan amount is determined by the college, within federal limits of up to $4,000 per year • study at least half-time in an approved program; for a total of no more than $20,000 for undergraduate • meet the educational institution’s satisfactory study. There is no interest charged during school and academic progress standards (see Standards for for six months afterward or during military service. Continuation); During repayment, interest is 5 percent on the unpaid • be a United States citizen or meet a citizenship balance. Repayment of the amount borrowed plus requirement; interest begins six months after the student is no • have no debt from a defaulted education loan for longer at least half-time in college. Deferment or can- which a satisfactory repayment plan has not been cellation is available to students who enter specified established; types of service. • not owe a refund on a Federal Pell Grant or Federal Supplemental Educational Opportunity Grant; and WORK STUDY • demonstrate compliance with applicable Selective Service requirements. FEDERAL WORK-STUDY PROGRAM

Campus-based aid: Federal Supplemental Educational This program provides jobs for undergraduate students Opportunity Grants, Federal Work-Study, and Federal enrolled at least half time. Earnings must be used sole- Perkins Loans are administered by the college. The ly for educational purposes. funds are allocated by the financial aid office. OTHER FEDERAL PROGRAMS Less than half-time study: Under some circumstances, a student studying less than half-time can receive aid VETERANS ADMINISTRATION EDUCATIONAL BENEFITS from the Federal Pell Grant. This program is for veterans who were in the U.S. armed forces between 1955 and 1977. There is also aid GRANTS for children, spouses, and survivors of veterans who suffered a service-connected death or disability. FEDERAL PELL GRANT A student can receive up to $4,050 per year for tuition GI BILL and other educational costs, such as room and board. Enlistees must contribute $100 a month for the first Awards depend on college costs and an aid-eligibility year enlisted. The government will then contribute up index. This index is based on factors such as family to $9,600 based on length of service. The Army income and assets, family size, and number of postsec- Reserve offers a noncontributory program that provides ondary students in the family. up to $5,040 for an enlisted student. The student must submit a Federal Pell Grant application by July 1 in each academic year using the Free FEDERAL AID TO NATIVE AMERICANS Application for Federal Student Aid (FAFSA). This program is for American Indian, Eskimo, or Aleut tribes, bands, or groups recognized by the Bureau of FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY Indian Affairs. Application may be obtained from: GRANT (SEOG) Bureau of Indian Affairs An undergraduate student with financial need can get Federal Building, Room 523 from $200 to $4,000 yearly. Priority is given to excep- 100 S. Clinton Street tionally needy students who are Federal Pell Grant Syracuse, NY 13260-0043 recipients. 40 NEW YORK STATE PROGRAMS WAIVER OF PURSUIT OF PROGRESS AND/OR SATISFACTORY ACADEMIC PROGRESS REQUIREMENTS Students who receive Tuition Assistance Program FOR RECEIPT OF STATE FINANCIAL AID (TAP) assistance from New York State for the first time must meet the requirements below for academic per- A Skidmore student who does not maintain either the formance and progress toward the degree. Failure to Program Pursuit or Satisfactory Progress standards may meet these standards results in the termination of qualify for a one-time waiver if: financial assistance from New York State. Skidmore 1. the student can document that the reason for the failure College does not substitute its resources for funds that to maintain standards was as a result of extraordinary cir- are withdrawn by New York State. cumstances beyond the control of the individual; and

NEW YORK STATE REQUIREMENTS 2. the student receives permission for such a waiver from A Skidmore College student must be registered for a the Committee on Academic Standing. minimum of twelve semester hours of credit in the fall semester and a minimum of twelve semester hours of A waiver is not automatically granted for any student and credit in the spring semester, and must meet the fol- is not intended to provide an additional semester of aid to lowing regulations, established by the state Board of a student who has used poor judgement or has been aca- Regents, in order to remain eligible for payments: demically irresponsible. Procedures for granting waivers follow the institution’s established academic review 1. Approved Program—a student must formally declare a process. Documentation of the extenuating circumstances major not later than the beginning of the junior year. will be maintained in the Registrar’s Office. Students will be expected to meet prescribed standards thereafter. 2. Program Pursuit—a student must receive a passing or failing grade in a minimum of: GRANTS

• six semester hours in each semester of study in the TUITION ASSISTANCE PROGRAM AND SUPPLEMENTAL first year in which an award is made; TUITION ASSISTANCE PROGRAM • nine semester hours in each semester of study in the second year in which an award is made; and The Tuition Assistance Program (TAP) is an entitle- • twelve semester hours in each semester of study in ment grant program for New York State residents each succeeding year. attending a postsecondary institution in the state.

Grades of W (withdrawal) or I (incomplete) will not Undergraduate students are eligible for up to four years satisfy this requirement. of assistance for full-time study or up to five years in certain programs. Undergraduate students who are educa- 3. Academic Progress—students must meet the college’s tionally disadvantaged and require remedial courses may minimum standards for continuation, as outlined in be eligible for up to one additional year of aid under the the Academic Standards and Review section of this Supplemental Tuition Assistance Program (STAP). catalog. Graduate or professional students may also receive up to four years of TAP for a combined undergraduate-gradu- For the purpose of federal student financial assis- ate total of eight years. To be eligible, the student must: tance, including the Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, • study full-time (twelve credits per semester) at a Federal Work-Study, Federal Perkins Loan, and college or school in New York State; Federal Stafford Loan, the minimum standards of • meet income requirements; academic progress must also be achieved. • be a resident of New York State; • be either a U.S. citizen, permanent resident alien, refugee, or conditional entrant; • be matriculated in an approved program and be in good academic standing; • be charged a tuition of $200 or more per year; and • have no debt from a defaulted student loan for which a satisfactory repayment plan has not been established. 41 Awards vary according to tuition and New York State- PAUL DOUGLAS TEACHER SCHOLARSHIPS family, net-taxable income. The award, including any Formerly designated as Congressional Teacher other state award, cannot exceed tuition. Undergrad- Scholarships, these are awarded to outstanding high uate awards for financially dependent students and for school graduates to pursue teaching careers at the ele- financially independent students who are married or mentary or secondary level in one of the following short- who have tax dependents range from $500 (income of age fields: mathematics, science, bilingual education, $80,000) to $5,000 (income of $7,000 or less) at degree- teaching English to speakers of other languages, foreign granting institutions. languages, occupational education, and teaching children with handicapping conditions. Scholarships are The award is based on the prior year’s New York State- awarded by the state Education Department to students family, net-taxable income. Family net taxable income who graduate in the top 10 percent of their high school means income (less deductions and exemptions) of the class. Award winners may receive up to $5,000 per year. student, parents, and student’s spouse, if any. Upon completion of study, recipients must teach at the There is an adjustment to income if one or more other elementary or secondary school level for two years for dependents are also full-time postsecondary students each year of assistance. Recipients who teach in elemen- in or out of state. For one additional dependent stu- tary or secondary schools with high concentra-tions of dent, $3,000 is subtracted from net taxable income. For economically disadvantaged students or handi-capped each additional dependent student, another $2,000 is children or children with limited English proficiency are subtracted. Net taxable income after any adjustment obligated to teach only one year for each year of assis- becomes net taxable balance. Net taxable balance is tance. Recipients who fail to complete a service obliga- used to calculate the award. tion must repay the award and any interest penalty. Study must be at a college or school in New York State. If the student is financially independent of the parents, their income is not used. The award is based on AWARDS the student’s (and spouse’s) income. Financial independence is granted to: AID FOR PART-TIME STUDY

• students age 35 or older; The Aid for Part-Time Study (APTS) program pro- • students age 22 to 34 who have not been claimed as a vides awards of up to $2,000 (or tuition, whichever is tax dependent for two years and have neither lived less) for New York State residents studying part-time with their parents nor received more than $750 yearly in an undergraduate program at participating degree- from their parents for three years; and granting schools in New York State. Recipients apply • undergraduates under age 22 who meet the above to and are selected by the participating institution. To conditions and certain very specific additional be eligible, the student must: conditions. • be a resident of New York State; The student must submit a Free Application for • if claimed (or eligible to be claimed) by parents as a Federal Student Aid (FAFSA) and a Tuition Assistance tax dependent, have a New York State net-taxable Program (TAP) application for each academic year. family income lower than $50,550; • if not eligible to be claimed as a tax dependent by parents, have a combined (student’s and, if married, SCHOLARSHIPS spouse’s) income not in excess of $34,250; • not have exhausted Tuition Assistance Program ROBERT C. BYRD HONORS SCHOLARSHIPS eligibility; A federal program, these scholarships are awarded to • be matriculated in an approved undergraduate academically talented high school seniors who plan to degree or certificate program at a participating attend an institution of higher education in the United institution; States. Scholarships are awarded by the state • be enrolled for at least three but less than twelve Education Department based on SAT or ACT scores credits per semester, or at least four but less than and high school grades. Award winners receive one eight credits per quarter or the equivalent; payment of $1,500. The scholarship is nonrenewable. • retain good academic standing; and 42 • have tuition of at least $100 per year. VIETNAM VETERANS TUITION AWARDS (VVTA) AWARDS FOR CHILDREN OF DECEASED POLICE OFFICERS, FIREFIGHTERS, AND CORRECTION OFFICERS Vietnam veterans who are New York State residents are eligible for an award to help pay the tuition at an These awards are for children of police officers, fire- undergraduate degree-granting institution or in an fighters, and correction officers who served in New approved vocational program in New York State. York State and who died as a result of injuries sus- Awards are $1,000 per semester or tuition, whichever is tained in the line of duty. The award is $450 per year less, for full-time study (twelve or more credits), or for up to four years of full-time under-graduate study $500 per semester or tuition, whichever is less, for or up to five years in certain programs. Study must be part-time study (three to less than twelve credits). If a at a college or school in New York State. Tuition Assistance Program award is also received, the combined academic year award cannot exceed tuition. RESERVE OFFICER TRAINING CORPS (ROTC) To be eligible, the student must: The Army, Navy, and Air Force offer financial assis- • have served in the U.S. armed forces in tance to qualified students. The Army offers up to Indochina between January 1, 1963, and May 7, 1975; $7,000 toward costs; the Navy and Air Force offer • establish eligibility by applying to New York State scholarships that may cover full tuition, plus fees and Higher Education Services Corporation (NYSHESC) books. A monthly stipend may also be awarded. on or before September 1, 1990; Students incur an active-duty obligation and a reserve • have received other than a dishonorable discharge; obligation in return for a four-year scholarship. • have resided in New York State on April 20, 1984, or at the time of entry into service and resume FEDERAL FAMILY EDUCATION LOANS residency by September 1, 1990; • enroll in an approved undergraduate program in a Federal family education loans administered by New degree-granting institution or in an approved York State Higher Education Services Corporation vocational school in New York State; and (NYSHESC) may be used to pay a student’s tuition • apply for Tuition Assistance Program and Federal and fees, room and board, books, travel, and personal Pell Grant awards for full-time study or apply for a expenses. These loans have lower interest rates than Federal Pell Grant award for part-time study. most other types of consumer loans. To be eligible for a guaranteed education loan, the student must: AWARDS FOR CHILDREN OF DECEASED AND DISABLED VETERANS • study at least half-time at an approved educational institution; These awards are for children of veterans who served • be a New York State resident for one year if in the U.S. armed forces during specified periods of attending school out of state; war or national emergency and, as a result of service, • be either a U.S. citizen or an eligible either died, suffered a 50 percent or more disability, noncitizen; were prisoners of war, or are classified as missing in • meet the educational institution’s satisfactory action. The award provides $450 per year for up to four academic progress standards; years of full-time undergraduate study or up to five • demonstrate eligibility (or ineligibility) for a Pell years in certain programs. Study must be at a college or Grant; and school in New York State. The specified periods of • demonstrate compliance with applicable Selective service are: Service requirements.

• Vietnam Era: Oct. 1, 1961, through May 7, 1975 Applications are also available from banks, savings and • Korean Conflict: June 27, 1950, through Jan. 31, 1955 loan associations, and credit unions. Applications for • World War II: Dec. 7, 1941, through Dec. 31, 1946 any additional guaranteed education loans must be made to the same (first) lender.

43 FEDERAL STAFFORD LOANS—SUBSIDIZED FEDERAL STAFFORD LOANS—UNSUBSIDIZED The student may borrow up to $2,625 a year for the This loan has the same features as the subsidized freshman year, up to $3,500 for the sophomore year, up loans, except that the federal government will not pay to $5,500 for junior and senior years, up to $23,000 in the interest on the loan while the student is in school. total for undergraduate study, and up to $8,500 per Interest begins when the loan is disbursed, but pay- year for graduate-professional study. ment may be deferred. The insurance and origination fees are 3 percent of the amount borrowed. All students must provide a Free Application for Federal Student Aid (FAFSA) to their school to apply Independent undergraduate students may borrow an for the Federal Stafford Loan. additional unsubsidized loan of up to $5,000 per year. The college financial aid administrator may authorize All loans will be paid in multiple installments. The additional unsubsidized loan eligibility for dependent first installment may be paid thirty days before the undergraduate students when parents have an adverse start of the enrollment period. The second installment credit history. Any Federal Pell or Federal Stafford eli- may be paid after one-third of the loan period has gibility will be considered in determining unsubsidized passed. Loan proceeds are submitted electronically to loan eligibility amount. the student’s account. The college will contact students when disbursements are made on their accounts. All loans will be paid in multiple disbursements (as described above for Federal Stafford Loans). The loan The interest rate is variable, tied to U.S. Treasury bill proceeds are submitted electronically to the college. rates plus 3.1 percent, with a cap of 8.25 percent for The college will contact students when disbursements first-time borrowers. There are no interest payments are made on their accounts. while in school and for six months afterward. There is an insurance fee and origination fee of up to 4 percent Annual interest will not exceed 8.25 percent and may of the amount borrowed. The fees are prorated for be less, based on the U.S. Treasury bill rate. Interest each installment. They are due when the student payments are made while in college. An insurance fee receives the loan proceeds. The bank may reduce the up to 4 percent of the amount borrowed is due when loan proceeds by the amount of the fees. the student receives the loan proceeds. The bank may reduce the loan proceeds by the amount of the fee. Repayment of the amount borrowed plus interest begins six months after the student either leaves Repayment of the amount borrowed plus interest school or drops below half-time attendance. The mini- begins sixty days from the disbursement of the loan, mum monthly payment is $50. Repayment must be unless the borrower qualifies for an in-school or other completed within five to ten years, depending on how deferment. The minimum monthly payment is $50. much was borrowed. Repayment must be completed within five to ten years, depending on how much was borrowed.

FEDERAL PARENT LOANS FOR STUDENTS (PLUS) Parents may borrow up to the cost of attendance minus financial aid per year for each financially dependent undergraduate student if there is no adverse credit history. Annual interest will not exceed 9 percent and may be less, based on the U.S. Treasury bill rate.

There is an insurance fee of up to 4 percent of the amount borrowed. The bank may reduce the loan proceeds by the amount of the fee. Repayment of the amount borrowed plus interest begins within sixty days after the loan is fully disbursed.

44 Academic Requirements and Regulations

OTHER PROGRAMS REQUIREMENTS FOR DEGREE

HIGHER EDUCATION OPPORTUNITY PROGRAM (HEOP) Students are responsible for completing all requirements for graduation. New York State provides funds for students who are both academically and economically disadvantaged. 1. A minimum of 120 credit hours of course work. A Financial aid is combined with special counseling, minimum of sixty credit hours must be completed at tutoring, and remedial course work, if appropriate. Skidmore College, including all work taken in the Assistance is limited and is awarded at the discretion of senior year. the college. Awards vary with financial need. HEOP assists undergraduate students who are state residents 2. Satisfaction of the grade-point standards: a cumula- and who are enrolled in independent colleges and uni- tive grade-point average of 2.0 in all course work versities in New York State. completed at Skidmore College and a 2.0 in all course work in the major field. STATE AID TO NATIVE AMERICANS 3. Fulfillment of the liberal arts requirement: candi- This program provides up to $1,350 per year for four dates for the bachelor of arts degree must complete years to enrolled members of Indian tribes in New a minimum of ninety credit hours of course work York State for half- or full-time study in the state. designated as liberal arts. Candidates for the bachelor of science degree must complete a minimum of VOCATIONAL REHABILITATION sixty credit hours of course work designated as liber- The New York State Department of Vocational al arts. Rehabilitation provides assistance for college expenses to state residents with a mental or physical impairment 4. Fulfillment of the maturity-level requirement: suc- that places limitations upon future employment. cessful completion of a minimum of twenty-four Information is available from an Office of Vocational credit hours of course work on the 300 level at Rehabilitation. Skidmore College. Twelve credit hours of 300-level course work must be taken in the senior year, six of MAYOR’S SCHOLARSHIP PROGRAM these twelve in the major field. This is a student financial aid program established by 5. Fulfillment of a Scribner Seminar, unless exempted. the mayor’s office of the City of New York and sponsored by the federal agency for Housing and Urban 6. Fulfillment of the foundation requirements: quanti- Development. The scholarships are administered by tative reasoning and expository writing. the New York Urban League, ASPIRA of New York Inc., and the Admission Referral and Information 7. Fulfillment of the breadth component: four courses, Center. To be eligible, students must reside in certain one each in arts, humanities, natural sciences, and designated areas of New York City and be registered social sciences. for at least twelve credits per semester. The amount of each award ($100–$650) is based on financial need as 8. Fulfillment of the culture-centered inquiry require- indicated by the student’s Federal Pell Grant Student ment: two courses, one course at the appropriate Aid Index and the cost of education. level in a foreign language or foreign literature in its nontranslated form, and one course designated as either non-Western culture or cultural diversity study.

9. Declaration and satisfaction of requirements for a major program.

In addition, the student is responsible for fulfillment of all financial obligations to the college and for successfully fulfilling all social and academic integrity obligations stipulated by the Integrity Board or the Dean of Student Affairs. 45 LIBERAL ARTS REQUIREMENT INTERDISCIPLINARY REQUIREMENTS: SCRIBNER SEMINAR Courses designated as “non-liberal arts” in the course In their first year at college, students build connections listings are of a professional nature and do not carry lib- to academic and residential communities, identify eral arts credit. All B.A. degree candidates must com- intellectual interests, and encounter faculty expecta- plete a minimum of ninety credit hours of course work tions for excellence. The First-Year Experience designated as liberal arts. All B.S. degree candidates Program provides curricular, co-curricular, and residen- must complete a minimum of sixty credit hours of tial opportunities that facilitate entering students’ suc- course work designated as liberal arts. cessful integration into the Skidmore College community. Through New Student Orientation, Scribner Double majors completing both B.A. and B.S. require- Seminars, and other Campus Life and Residential pro- ments must complete ninety hours of liberal arts credit. gramming, students learn to balance freedom with responsibility, solve problems, and develop strategies MATURITY-LEVEL REQUIREMENT for academic achievement. Courses designated in the catalog by numbers in the All students are required to enroll in a Scribner 100s and 200s are intended mainly for first-year stu- Seminar during the fall semester of the first year. dents and sophomores, and those in the 300s for juniors and seniors. All degree candidates must successful- FOUNDATION REQUIREMENTS ly complete a minimum of twenty-four credit hours of course work on the 300 level at Skidmore College. Expository Writing: Students are required to develop Twelve credit hours of 300-level course work must be their proficiency as writers by successfully completing taken in the senior year, at least six of these twelve in one designated writing course. This requirement must the major field. Students with double majors are be fulfilled by the end of the sophomore year. Those expected to complete at least six hours at the 300 level students who need to take EN103 Writing Seminar I in each major during their senior year. as preparation for meeting this requirement must do so by the end of their first year. The minimum of twenty-four 300-level course credits must be earned in Skidmore courses, not at other col- Such courses may be English Department writing leges and universities unless part of an approved pro- courses (EN105 or 105H) or specially designated writ- gram abroad. The Committee on Academic Standing ing-intensive courses in other disciplines. adheres closely to this minimum expectation, in the belief that some substantial core of the student’s Quantitative Reasoning: All students must fulfill the advanced, culminating academic work should be com- QR1 requirement, demonstrating competence in basic pleted at the institution, Skidmore, which is awarding mathematical and computational principles, in any one the student’s baccalaureate degree. Under a few com- of the following five ways: (1) scoring 630 or better on pelling circumstances (e.g., for the purpose of study the MSAT I exam, (2) scoring 570 or better on any abroad), the CAS may approve as many as eight credit mathematics SAT II exam, (3) achieving a score of 28 hours of maturity-level credit for study at another or higher on the ACT mathematics exam, (4) passing institution—a maximum of four maturity credits for Skidmore’s quantitative reasoning examination before each semester spent at the other institution. Students the end of the first year, or (5) successfully completing wishing to make such application should obtain a MA100 before the end of the sophomore year. In addi- “Request for Maturity-Level Credit” from the Office tion, by the end of the junior year, all students must of the Registrar. have fulfilled the QR2 requirement by successfully completing a designated course in mathematics, statistics, or other numerical operations in various academic disciplines, or in the use of computers for the manipulation of mathematical, social-scientific, or scientific data. All QR2 courses have QR1 as a prerequisite. Fulfillment of the quantitative reasoning requirement is indicated in individual course descriptions.

46 BREADTH REQUIREMENTS A student may propose a self-determined major, which Students are required to complete courses successfully must contain a core of at least 30 credit hours pertinent in the fields of arts, humanities, natural sciences, and to the student’s central interest. See Self-Determined social sciences. Fulfillment of the requirement is indi- Major for procedures for designing such a program. cated in individual course descriptions. Capstone experiences such as general major examina- Arts: Students must complete one course for two, tions or final projects may be required in the senior three, or four credits, or two one-credit courses desig- year at the discretion of major departments. nated as Arts (AR). MINORS Humanities: Students must complete one course desig- A minor field of study in a department or interdiscipli- nated as Humanities (HU). nary program may be elected no later than the beginning of the senior year. All minors require a minimum Natural Sciences: Students must complete one course of eighteen credit hours. See departmental announce- designated as Natural Science (NR). All courses satis- ments for specific requirements. Interdisciplinary fying the requirements must include a laboratory com- minors may be elected in Asian studies, environmental ponent. studies, international affairs, law and society, and women’s studies. A GPA of 2.0 is required in the minor Social Sciences: Students must complete one course field. A student may declare up to three minors. designated as Social Science (SS).

MULTIPLE COUNTING OF COURSES CULTURE-CENTERED INQUIRY REQUIREMENTS As a general principle, one course can be used to meet Students fulfill this requirement by completing one only one major, minor, or all-college requirement. course in a foreign language and one course designated There are a few exceptions to this rule: as either non-Western culture or cultural diversity study. 1. In the case of a double major, and with the permission of both major departments and the Office of the Foreign Literaure and Language: All students must Registrar, a maximum of three courses may be choose one course at the appropriate level in a foreign counted toward both sets of major requirements. language or foreign literature in its non-translated form. 2. For a major and a minor program, or for two minor fields, there can be no more than a two-course over- Non-Western Culture: Students may fulfill the lap. requirement by successfully completing one 3- or 4- credit course designated as Non-Western (NW). 3. With reference to Nos. 1 and 2 above, certain major Students from non-Western cultures may apply to the or major/minor overlaps are not permitted. Students Committee on Academic Standing for an appropriate should check such exceptions in the Catalog and substitution. with Judy Stephens in the Office of the Registrar.

Cultural Diversity Study: Students may fulfill the 4. The Scribner Seminars may not fulfill any other col- reqirement by successfully completing one 3- or 4- lege requirement. credit course designated as Cultural Diversity (CD). 5. Certain courses, as approved by the College MAJOR REQUIREMENTS Curriculum Committee and so indicated in the A major field of study selected from the Skidmore Catalog, may meet two all-college requirements. College degree programs must be formally declared by However, interdisciplinary Liberal Studies 2 courses the beginning of the junior year. Requirements in a may not double count as Breadth Component department are stated in the departmental announce- requirements, which are defined as introductions to a ments. Skidmore offers a wide selection of interdepart- discipline. mental majors, designed for students whose interests lie in subjects overlapping departmental boundaries. 47 Acceleration and Reclassification Credit by Examination Students are classified according to their expected date Skidmore College will grant up to six credit hours of graduation at time of admission. Permission to accel- toward graduation to those achieving a grade of 4 or 5 erate and graduate with an earlier class may be given to on an Advanced Placement Test of the College students in good academic standing with the approval Entrance Examination Board. Such credit will count as of their major departments and the Committee on elective credit toward the degree. Individual depart- Academic Standing. Applications to accelerate must be ments may award credit toward the major. Inquiries submitted in writing to CAS not later than one year should be directed to the chair of the department in prior to the anticipated date of graduation. The Office question. of the Registrar offers assistance to students contemplating acceleration. The college will grant six semester hours of credit for each examination taken at the Advanced (“A”) Level Students who do not complete a full-time course load of the British General Certificate of Education on each semester may be reclassified to a later class by the which the student received a grade of C or better. Also, Office of the Registrar in consultation with CAS. six semester hours of credit will be granted for each Higher Level Examination in the International Students with AP or transfer credit taken during high Baccalaureate Program on which a student earned a school must make a formal application before changing score of 5, 6, or 7. A maximum of twelve semester class years. A feasible completion plan must be hours of credit may be granted through subject exami- approved, including completion of the major. nations of the College Level Examination Program. All such examinations presented must be taken prior to Course Loads enrollment at Skidmore.

The standard course load for a full-time student is fif- Transfer of Credit teen credit hours each semester, and students are encouraged to balance their commitment to quality The college may grant credit toward the degree for and rigor with realistic expectations of the workload work taken at another accredited institution for which involved with specific course enrollments. An overload a grade of C or better is received, to a maximum of is defined as any program registration over eighteen sixty semester hours. Transcripts from students who hours to a maximum of twenty credit hours. Eighteen are transferring from a non-U.S. institution will be hours allows students registered in four four-credit evaluated on a case-by-case basis. All transferrable classes to continue to participate in one- and two-credit courses must generally correspond to courses offered at performance classes. It is not recommended that stu- Skidmore. Matriculated students should receive dents use eighteen semester hours to attempt to com- approval for credit from the Office of the Registrar plete six three-credit classes. before registering at another institution.

There is an additional fee assessed for programs over eighteen hours. The Committee on Academic Leaves of Absence Standing reviews all applications for overloads to deter- Leaves of absence may be granted for one semester or mine academic eligibility, based on stated criteria. A an entire academic year, but not for a period shorter minimum GPA of 3.0 is required for an overload. The than one semester or longer than one continuous year. Committee will not consider an overload application Leaves fall into three categories: for more than 20 credit hours. Academic Leaves of Absence for full-time study else- A full-time student must be enrolled in a minimum of where may be granted to qualified students through twelve credit hours each semester. Requests for per- the Office of the Dean of Studies with the approval of mission to change to part-time (fewer than twelve the Committee on Academic Standing. Students must hours in the fall or spring semester) status must be have a strong academic background (generally a 3.0 filed, before the term begins, with the Office of the cumulative GPA and course work appropriate to their Registrar and approved by CAS. study proposal) to be eligible for an academic leave. 48 Information on leaves and program opportunities is Attendance available in the Office of the Dean of Studies. Study- abroad opportunities are orchestrated by the Office of Regular class attendance and participation have a International Programs. Application should be made major effect on the quality of student performance. well in advance of the anticipated leave, but no later Students are expected to meet their instructors’ atten- than November 1 for spring-semester leaves and dance policies, return from vacations at designated March 1 for fall-semester or full-year leaves. times, and remain on campus for their entire examination period. The College does not sanction early depar- Personal Leaves of Absence without academic credit tures from the schedule of classes and examinations or and for personal reasons may be granted through the any late return to the established class schedule. Office of the Dean of Studies with the approval of the Students are not automatically entitled to a certain Committee on Academic Standing. Application should number of absences. Each instructor will make known to be made in writing to the Office of the Dean of the class his or her policy concerning the effect of absence on Studies well in advance of the anticipated leave. the student’s grade. Students who become ill remain responsible for the work missed and should consult Medical Leaves of Absence may be granted through with course professors. Students must either complete the Office of the Dean of Studies with the approval of this work during the regular semester of study or apply the Committee on Academic Standing, upon receipt of for a course withdrawal (W or WF), an incomplete (I), the student’s application and a statement by either a or a medical leave of absence. personal physician or the Skidmore physician. Before returning to the college, the student must submit a The Faculty Handbook establishes the college’s mini- Return from Medical Leave application. The re-entry mum expectation that “any students who miss more plan includes information from both the student and than a third of the [class] sessions may expect to be the physician and must be approved by the Committee barred from final examination. In such cases, the on Academic Standing well in advance of the first day course grade will be recorded as F.” Faculty may, and of classes. All medical and therapeutic assessments frequently do, establish even more stringent atten- must be provided by appropriate professionals not dance policies, and the student is obliged to adhere to related to the student or his or her family. the attendance policies announced for each course.

(For information concerning housing, academic require- Requests for exceptions to any academic regulation must be ments, and financial responsibilities, please refer to the filed with the Office of the Dean of Studies or the Office of the current Information on Leaves of Absence bulletin.) Registrar, and approved by the Committee on Academic Standing. Registration Students are required to register officially by the published deadlines for each course for which they expect credit. A student who does not register for courses in any semester by the end of the first week of classes will be considered to have officially withdrawn from Skidmore College.

Students are required to officially withdraw by the published deadlines from any course for which they do not expect or want credit, through college procedures administered by the registrar. Failure to withdraw from a course will result in a grade of F or WF. Students matriculating in fall 1999 or after may withdraw from a maximum of two courses in their careers.

All students registering for six or more hours must comply with New York State immunization laws. Specific information may be obtained from the Health Services Office. 49 Academic Standards and Review

The Honor Code all areas of Skidmore life, members are expected to embrace high standards of fair play, integrity, and The Skidmore Honor System was established at the honor. Careless abuses and violations of these regula- request of the student body in 1921. Each student, in tions are considered major breaches of the Skidmore accepting enrollment at Skidmore College, agrees to Honor Code and may involve the withdrawal of the the following code: privilege of membership in the Skidmore College community. In addition to these Basic College Regulations, I hereby accept membership in the Skidmore College commu- the actions of members of the college community are nity and, with full realization of the responsibilities inherent governed by and subject to the laws and ordinances of in membership, do agree to adhere to honesty and integrity in the local, state, and federal governments. all relationships, to be considerate of the rights of others, and to abide by the college regulations. With respect to both academic and social integrity, the Integrity Board may require a student to fulfill various All members of the Skidmore College community, stipulations in order to restore the student to good stand- including students, faculty, and staff, are parties to the ing with the college community. Students who have not honor contract and are expected to abide by its provi- completed their Integrity Board stipulations may be pre- sions. The Honor Code covers all aspects of integrity, vented from further registration at Skidmore and denied whether academic or social. The Student Handbook the awarding of further credit; they may also be denied attends particularly to codes of social behavior and out- participation in off-campus academic programs. lines the college judicial system and procedures; both the Student Handbook and the Student Academic Handbook define academic integrity regulations. Every Academic Standards Skidmore student is required by the Honor Code to become thoroughly conversant with the standards of In order to qualify for a degree from Skidmore College, academic and social integrity that prevail at the col- a student must attain a cumulative GPA of 2.0 in all lege. The Integrity Board and the Board of Appeals course work and 2.0 in the major field. The student’s will not regard claims of ignorance, of unintentional academic record includes: error, and of academic or personal pressures as an ade- 1. an indication of each course for which the student quate defense for violations of the Honor Code. was officially registered at the college;

Academic and Social Integrity 2. an indication of credit earned; Because Skidmore College functions as a tightly inte- 3. the grade assigned for each course; and grated community of curricular and cocurricular experiences, a strict allegiance to its standards of conduct is 4. both the semester and cumulative GPAs. essential for every student’s well-being and intellectual growth. Students should make certain they understand Grades the high value Skidmore places on honesty, cooperation, and consideration, and the penalties the college imposes Grades are assigned on the following basis: for infractions in these areas. Skidmore not only promotes intellectual honesty vigorously but responds A+, A Distinguished work severely to such offenses as plagiarism and cheating on A-, B+, B Superior work exams. Any Honor Code violation may affect the stu- B-, C+, C Satisfactory work dent’s graduate school or transfer recommendations and C-, D+, D Passing, poor-quality work the student’s eligibility for academic prizes and awards, F Failure, no credit earned for Dean’s List or graduation honors, and for membership in Skidmore or national honor societies. S/U, Satisfactory/Unsatisfactory: S/U grades do not affect the student’s grade-point average, but a student The Basic College Regulations outlined in the Student receiving an Unsatisfactory will not receive credit for Handbook are considered vital to community welfare, the course. The college criterion for Satisfactory is the student safety, and high standards of ethical and social equivalent of a C or better. A student may take no integrity. The list of regulations is not exhaustive. In more than one course in a semester for an S/U grade. A 50 student may take a maximum of sixteen semester completing the course with the instructor and the Office hours for an S/U grade, excluding internships. The S/U of the Registrar. The extension period may not be longer option is offered at the discretion of the department. than six weeks after the end of the fall or spring semes- The semester schedule will indicate which courses ters, or more than six weeks after either of the summer may be taken for an S/U grade. Students must indicate terms. At the end of the extension period, the instructor their choice of the S/U grade option at the time of reg- may submit a grade based on the work completed. istration. No change may be made after the end of the first week of classes. IF, Incomplete Failing: If the instructor does not submit a grade by the end of the extension period, the I AU, Audit: Students may officially audit a course with becomes a permanent grade of IF, figured in the grade- the approval of the instructor. An AU grade does not point average as F. affect the student’s grade-point average; it reflects approved participation for no credit. Students may Grade Change enroll for a maximum of two audits per semester and must make the audit selection by the end of the All grades are considered final once they are submitted drop/add period. Students who do not attend will be to the Office of the Registrar. An instructor may request awarded an AW (Audit Withdrawal). An audit fee will a change in the student’s grade only if the instructor has be charged per course to any student not already made a computational or clerical error (or if an academic enrolled full-time and paying the full tuition rate. integrity infraction requires a change in the course grade). No grade may be changed on the basis of reex- W, Withdrawal: Prior to the last three weeks of classes amination, reevaluation, or supplementary work. (exclusive of final exams) in the fall or spring semesters, Petitions to change grades must originate with the fac- students may request withdrawal without penalty from a ulty members concerned and be brought before the course with the permission of the instructor and approval Committee on Academic Standing for consideration. from the Committee on Academic Standing. Withdrawal, W, is not figured in the grade-point average. No credit is The function of the Committee on Academic Freedom earned. Beginning with students who entered in fall and Rights (CAFR) is to receive inquiries and com- 1999, a student is limited to a maximum of two with- plaints concerning academic freedom and rights and to drawals (W) while completing the baccalaurate degree. consider formal charges of violations of academic freedom and rights from any faculty member or student. WF, Withdrawal Failing: A student who departs from a course at any time during a semester without permission to withdraw or who departs from a course during Grade-Point Average (GPA) the last three weeks of classes may be given a WF Each grade is assigned a point value as follows: grade. Students may also petition for a WF grade, which must be approved by the instructor and the Grade Points Committee on Academic Standing. WF is figured in A+, A 4.00 the grade-point average as an F. No credit is earned. A- 3.67 B+ 3.33 I, Temporary Incomplete: A grade of I may be given a B 3.00 student who has diligently completed a substantial B- 2.67 amount of the course work but who, because of unfore- C+ 2.33 seen academic, medical, or personal difficulties, has C 2.00 been unable to complete the work for the course. C- 1.67 In such cases, an I may be submitted by the instructor if D+ 1.33 both the instructor and the student agree that exception- D 1.00 al circumstances warrant an extension of time beyond F, WF, IF 0.00 the normal deadlines of the term. (An incomplete grade No points are assigned for S, U, AU, AW, W, or I. The will make the student ineligible for Dean’s List Honors GPA is calculated by multiplying the points assigned to for the term if the student completes fewer than four- each grade received by the number of semester hours teen semester hours by the regular grading deadline.) the course carries, then totaling these products and divid- The student is responsible for making arrangements for ing by the total number of semester hours considered. 51 The GPA for the semester is computed at the end of GRADUATION HONORS each semester. The cumulative GPA for all courses College Honors: Seniors with distinguished academic taken at the college is also computed at the end of records may graduate cum laude (3.4–3.66 GPA), each semester. magna cum laude (3.67–3.79 GPA), or summa cum laude (3.80–4.00 GPA) upon the recommendation of As a general principle, courses for which a grade of D the Committee on Academic Standing and with the or higher has been earned may not be repeated for aca- approval of the faculty. demic credit; the exceptions to this regulation are noted in individual course descriptions. If a course for Departmental Honors will be awarded to any student which the student received a grade of F is repeated at who graduates from Skidmore after no fewer than the college, both grades remain on the record and both three semesters and who meets the following condi- are included in the GPA. With the exception of desig- tions: a GPA of 3.5 or higher for all work in the major; nated programs and cross registrations, credit granted the completion of any other academic criteria estab- by Skidmore College for work taken at another institu- lished by the department and described in the Catalog, tion or by examination is not included in the GPA. and a favorable recommendation by the department; a GPA of 3.0 or higher based on all work taken at Academic Review Skidmore; and approval by the faculty upon recommendation by CAS. At the end of each semester, the Committee on Aca- demic Standing reviews the status of all students to Double majors must meet the above criteria for each of determine academic standing. It determines, upon the the majors. (The student may earn Departmental basis of achievement, who will be given Honors or Honors in one, both, or neither major.) Highest Honors on the Dean’s List, who will be placed on probation, who is eligible for continuation, and who These criteria also apply to interdepartmental and to will be disqualified. self-determined majors. The 3.5 or higher GPA applies to the interdepartmental course work considered as a whole. Honors All academic honors and memberships are subject to Honors Forum: Seniors will graduate as members of Skidmore’s Honor Code; thus, eligibility for honors the Honors Forum if they have maintained Dean’s List requires a clear integrity record. status as a full-time student (with no two consecutive semesters of a GPA below 3.4); demonstrated exempla- DEAN’S LIST ry academic and social integrity; completed HF101 during the fall semester of the freshman year; in addi- The Dean’s List is computed for the fall and spring tion to HF101, completed a minimum of three Honors semesters as of the established date for submitting Forum courses, or a total of seven Honors Forum cred- semester grades. its, by the end of the junior year, and a senior-year capstone experience; and engaged in forum leadership and Honors are awarded to each matriculated student who events during each academic year of membership. satisfactorily completes at least fourteen semester hours of credit by the regular grading deadline and PERICLEAN who achieves a 3.4 to 3.66 GPA for that semester. Highest Honors are awarded to each student who satis- Periclean is a Skidmore College honor society founded factorily completes at least fourteen semester hours of in 1956 for the purpose of recognizing academic credit by the regular grading deadline and who achievement and stimulating intellectual and creative achieves a 3.67 or higher GPA for that semester. (A activity. Its members—candidates for bachelor of arts grade of Incomplete, which temporarily places the and bachelor of science degrees—are named each year credits earned below fourteen, makes the student inel- from the junior and senior classes on the basis of aca- igible for the Dean’s List, even if the Incomplete is demic achievement and integrity. The society spon- resolved successfully.) sors the Periclean Scholar Awards, recognizing outstanding senior projects. A Periclean Alumni Scholar is named each year. 52 PHI BETA KAPPA Probation Skidmore College was granted a charter by the nation- Students whose semester or cumulative GPA falls al honor society of Phi Beta Kappa in 1970, and the Phi below 2.00 will be considered on academic probation. Chapter was installed in February 1971. Candidates for A second semester on probation will prompt a review the bachelor of arts degree are eligible for election on of the student’s record by the Committee on Academic the basis of academic standing and rules of eligibility Standing and may lead to the student’s disqualifica- established by the chapter, in accordance with the reg- tion. Students should consider probation a serious ulations of the national society. warning and seek out all resources to improve academic performance. A student on probation should elimi- Students who qualify for consideration on the basis of nate or greatly diminish cocurricular participation in grade-point average must also demonstrate breadth of order to focus on his or her studies. At the discretion of interest in the liberal arts by choosing courses beyond the Skidmore College administration, a student on pro- the introductory level in at least three academic disci- bation may be denied participation in such activities. plines, while maintaining high academic achievement and academic integrity. Adequate preparation in a for- As determined by the Committee on Academic eign language and mathematics (though not necessarily Standing, in consultation with the Dean of Studies and at Skidmore), competence in writing, and fulfillment the Director of Athletics, a student who is not meeting of certain Skidmore residency requirements are also continuation standards is ineligible for athletic team necessary. practice or competition.

Outstanding students are thus encouraged to pursue a Instructors are encouraged to notify students of their program that is not only liberal but diversified and class standing at midsemester, but it is the responsibili- challenging. ty of individual students to be aware of their standing and to meet all academic obligations. ACADEMIC PRIZES

The recipients of academic prizes are determined by Standards for Continuation the faculty, and prizes are awarded at the annual Honors Convocation and/or at Commencement. A student is not in good academic standing and is not making satisfactory progress toward the degree when: NOTE: Any violation of the academic Honor Code may affect a student’s eligibility for the distinctions 1. The Committee on Academic Standing has deter- described in the preceding “Honors” section. mined that the student has not earned a sufficient number of credit hours and grade-point average to STUDENT OPPORTUNITY FUNDS continue as a matriculated student at Skidmore College (see chart below). From its own resources and through the generosity of alumni and friends of the college, Skidmore offers 2. The student does not complete the all-college foun- small grants to help students complete special academ- dation, interdisciplinary, breadth, and culture-cen- ic projects and to present the results of their research tered inquiry requirements in a timely and successful at professional conferences. Petitions for academic fashion; students must complete the foundation require- funds should be submitted to the Office of the Dean ments (expository writing and the first level of quantitative of Studies. Funds are limited and are awarded on a reasoning) by the end of the sophomore year. First-year stu- competitive basis. dents not successfully completing the Scribner Seminar will be reviewed by the Committee on Academic Standing in consultation with the Director of the First-Year Experience. A decision will be made regarding a possible exemption or substitution on a case-by-case basis. The second level of the quantitative reasoning requirement (QR2) must be completed by the end of the junior year. All other requirements must be completed prior to graduation. Student progress in these areas is reflected in the degree audit, which students receive from the Office of the Registrar. 53 3. By the end of the junior year or thereafter, the stu- Summer Credits and Grades dent has not earned a 2.00 GPA in the major. A deficiency in credit may be made up in summer 4. The student earns a second semester of “probation” school at another institution (by prior approval) or in status. Skidmore Summer Sessions, but a deficiency in the grade-point average can only be improved by work 5. The student has been granted a “waiver” of minimal taken at Skidmore. A student’s status of “probation” or continuation standards in order to improve his or her “waiver,” as determined by the Committee on academic standing. (See Disqualification, below) Academic Standing, may not be altered through course work undertaken during the summer at Skidmore or Students must meet the following minimal standards elsewhere but may only be addressed through a subse- for continuation (and see additional criteria above): quent fall or spring semester completed at Skidmore. In a few cases, however, CAS may stipulate a combina- by end semester hours cumulative tion of summer and regular term courses for a student of semester completed grade-point average on waiver status. Credit taken at another institution 1 6 1.67 must meet for a minimum of four weeks. Please refer 2 18 1.85 to the Faculty or Student Advising Handbook for addi- 3 30 2.00 tional details regarding policies. 4 45 2.00 5 60 2.00 6 72 2.00 Disqualification 7 84 2.00 Students who do not meet the minimal standards for 8 96 2.00 continuation or the other criteria for adequate progress 9 108 2.00 toward the degree, as determined by the Committee 10 120 2.00 on Academic Standing, will be disqualified from further study at Skidmore College. Students who do not meet the minimal criteria will be disqualified. Students receiving TAP assistance must In some cases, the committee may offer the student meet New York State requirements for academic per- one nonrenewable waiver that allows the student to formance and progress toward the degree (see New work toward an acceptable level of academic quality. York State aid programs). The waiver decision will be based on academic evidence indicating the student’s potential for success. The first semester minimal standard for continuation (1.67 GPA and completion of six credit hours) will be calculated strictly on the student’s first full-time Withdrawal matriculated semester at Skidmore and will not include credit-hour or GPA credits earned prior to that Any student who wishes to withdraw from Skidmore first full-time Skidmore semester. should notify the Registrar’s Office in writing at once (see Refunds). With faculty permission, a grade of W may be assigned for courses in which the student is officially enrolled, except if the date of withdrawal is during the last three weeks of classes, in which case a grade of WF is assigned.

Students who do not register for courses in any semester by the end of the first week of classes will be considered to have withdrawn officially from the college. Students who are not meeting continuation standards and are approved for a leave of absence and subse- quently withdraw will be disqualified.

54 Courses of Study

Dismissal Course Credit

The college reserves the right to dismiss any student The number of semester hours of credit earned by satisfactory who does not meet its academic standards, whose con- completion of a course is indicated after the course title. tinuation, in the opinion of college authorities, is not contributing to the best development of the student, or whose behavior is inconsistent with the ideals and Course Numbering standards of Skidmore College. The level of the course is indicated as follows: Any student receiving notice of dismissal shall vacate the college residence within forty-eight hours and 100—Introductory return all college-owned property. Refund of fees for 200—Intermediate tuition, room, and board will be in accordance with the 300—Advanced policy for withdrawals (see Refunds). Course Notations Readmission Courses designated by a single number are one-semester Students who have withdrawn from Skidmore or have courses. been disqualified may apply for readmission, providing all financial obligations to the college have been Double numbers separated by a comma (101, 102) are courses in which grades are given separately for each semester, met. A student who has been academically disquali- but in which one semester ordinarily follows the other. fied must earn a full year of strong grades (generally B or better) at another institution before being consid- An “H” following a course number usually indicates that the ered for readmission. Readmission is never automatic course will always be taught as an honors course. and depends on competitive academic standards and If a course is not offered annually, the year in which it will next the overall enrollment priorities of Skidmore. Students be offered is noted where possible. dismissed or disqualified from the college may not participate in any regular or affiliated Skidmore aca- Due to scheduling, faculty leaves of absence, sabbaticals, and demic program without first being officially readmit- other factors, every course listed may not be given in any particular year. The college reserves the right to withdraw any ted to the college by action of the Committee on course for which there is insufficient enrollment. Academic Standing. Information regarding readmission procedures can be obtained from the Office of Faculty (as of May 1, 2005) for the academic year 2005–06 the Dean of Studies. are listed with their respective departments and in the rear section of this catalog. Part-time faculty and administrators who hold a faculty line or teach a course are indicated by an asterisk(*).

55 Degree Programs

Skidmore College is chartered by the Regents of the Government-Spanish 2299 Bachelor of Arts State of New York and accredited by the Middle States Government-History 2207 Bachelor of Arts Association of Colleges and Secondary Schools. All Government-Philosophy 2207 Bachelor of Arts degree programs are registered with the New York Government-Sociology 2299 Bachelor of Arts State Education Department. History 2205 Bachelor of Arts History of Art 1003 Bachelor of Arts Hegis History-Philosophy 2205 Bachelor of Arts Major Code Degree International Affairs 2210 Bachelor of Arts American Studies 0313 Bachelor of Arts Individualized Studies 4901 Bachelor of Arts or Anthropology 2202 Bachelor of Arts (UWW) Bachelor of Science Art (Studio) 1002 Bachelor of Science Liberal Studies 4901 Master of Arts Asian Studies 0301 Bachelor of Arts Mathematics 1701 Bachelor of Arts Biology 0401 Bachelor of Arts Music 1006 Bachelor of Arts Biology-Chemistry 0414 Bachelor of Arts Neuroscience 0499 Bachelor of Arts Biology-Philosophy 0499 Bachelor of Arts Philosophy 1509 Bachelor of Arts Business 0501 Bachelor of Science Physics 1902 Bachelor of Arts Business-Economics 0599 Bachelor of Arts Political Economy 2207 Bachelor of Arts Business-Mathematics 0599 Bachelor of Arts Psychology 2001 Bachelor of Arts Business-Government 0599 Bachelor of Arts Psychology-Sociology 2099 Bachelor of Arts Business-French 0599 Bachelor of Arts Religious Studies 1510 Bachelor of Arts Business-German 0599 Bachelor of Arts Self-Determined Major 4901 Bachelor of Arts or Business-Spanish 0599 Bachelor of Arts Bachelor of Science Chemistry 1905 Bachelor of Arts Social Work 2104 Bachelor of Science Classics 1504 Bachelor of Arts Sociology 2208 Bachelor of Arts Computer Science 0701 Bachelor of Arts Sociology-Anthropology 2299 Bachelor of Arts Dance 1008 Bachelor of Science Spanish 1105 Bachelor of Arts Dance Theater 1008 Bachelor of Science Theater 1007 Bachelor of Science Economics 2204 Bachelor of Arts Women’s Studies 4903 Bachelor of Arts Economics-French 2299 Bachelor of Arts Economics-German 2299 Bachelor of Arts Economics-Spanish 2299 Bachelor of Arts Economics-Mathematics 2204 Bachelor of Arts TRANSCRIPTS Economics-Philosophy 2204 Bachelor of Arts Official transcripts of a student’s entire academic record Economics-Sociology 2299 Bachelor of Arts at Skidmore College are issued by the Office of the Education Studies 0802 Bachelor of Science Registrar at the student’s written request. There is a Provisional Certifi- fee of $5 for each copy. Students and alumni who elect cation in Elementary to pay a one-time fee of $150 are not subject to the per- Education (pre-K–6) copy fees assessed each time a transcript is requested. English 1501 Bachelor of Arts Skidmore reserves the right to withhold transcripts if an English-French 1599 Bachelor of Arts outstanding balance is owed the college. English-German 1599 Bachelor of Arts English-Spanish 1599 Bachelor of Arts English-Philosophy 1599.10 Bachelor of Arts Environmental Studies 0402 Bachelor of Arts Exercise Science 1299.30 Bachelor of Science French 1102 Bachelor of Arts French Area Studies 1102 Bachelor of Arts Geology 1914 Bachelor of Arts German 1103 Bachelor of Arts Government 2207 Bachelor of Arts Government-French 2299 Bachelor of Arts Government-German 2299 Bachelor of Arts 56

American Studies THE AMERICAN STUDIES MINOR: The AM 202. AMERICAN IDENTITIES: POST-1870s 3 American studies minor consists of five courses, A study of the changing ways Americans have defined themselves, from the mid-nineteenth century Chair of the Department of American Studies: including: 1) AM101, 102 or 201, 202 (depending on the department’s perception of the stu- to the present. Relying heavily on primary sources, Gregory M. Pfitzer the course examines the impact of modernization, dent’s preparation); 2) AM221, American war, and depression, and considers the impact of Professors: Joanna S. Zangrando; Mary C. Studies: Methods and Approaches; and two race, gender, class and ethnicity on American culture Lynn, Douglas Family Professor of American additional American studies courses, at least and society, emphasizing the ways in which writers, Culture, History, Literary and Interdisciplinary one of which must be at the 300 level. An inter- critics, and reformers have responded to and shaped Studies; Gregory M. Pfitzer ested student should apply to the department their society. (Fulfills social sciences requirement; chair for acceptance as an American studies designated as a Cultural Diversity Course.) M. Lynn, J. Zangrando Assistant Professor: Daniel A. Nathan minor and for assignment to a faculty advisor, who will work with the student to devise a minor program suited to his or her interests and needs. AM 202L. AMERICAN IDENTITIES: POST-1870s Lecturers: *Jerry Philogene, *Sujani Reddy WITH WORKSHOP 4 Students must maintain at least a 2.0 average in Taken in conjuction with AM202, the workshop com- Visiting Instructor: Joshua Woodfork minor courses and must file a declaration of plements AM202 class sessions. Classic texts and minor form with the registrar’s office before the documents in American culture from 1877 to the American studies is an interdisciplinary major beginning of their last semester at Skidmore. present are examined in depth. The workshop that focuses upon life and culture in the United includes additional reading, journal writing, oral presentations, a field trip, and assignments in the States, past and present, using the resources, AM 101. INTRODUCTION TO AMERICAN CULTURE: PRE-CIVIL WAR 4 American Studies-History Lab. (Fulfills social sci- techniques, and approaches of a variety of dis- A study of the development of American life and cul- ences requirement; designated as a Cultural Diversity ciplines. The major examines the diversity of ture up to the Civil War. Topics include utopian Course.) M. Lynn, J. Zangrando Americans as well as their commonly-shared visions of the new world, religious settlements, the experiences, and incorporates race, gender, creation of a national iconography, the social implica- AM 221. AMERICAN STUDIES: METHODS class, and ethnicity as categories for cultural tions of slavery, racial and ethnic conflict, gender AND APPROACHES 4 analysis. Students majoring in American stud- roles, and the rise of American intellectual traditions. An introduction to American studies scholarship, ies plan, with faculty advisors, a program of Resources include fiction, folklore, satire, sermons, methodologies, and approaches to the study of socie- study that reflects their interests in American maps, journals, captivity narratives, trial transcripts, ty and culture in the United States. Course materials autobiography, art, architecture and material culture. include “classics” in American studies as well as the society and culture: history, the arts, music, lit- (Fulfills social sciences requirement.) most recent scholarship: the “myth and symbol” erature, government, economics, social struc- G. Pfitzer, the Department school, the culture concept, psychoanalytic method- tures, sociology and anthropology, institutions, ologies, new literary and feminist critiques, material education, and philosophy and religion. The AM 102. INTRODUCTION TO AMERICAN culture and oral history resources, mass and popular combination of a core of interdisciplinary CULTURE: POST-CIVIL WAR 4 culture analyses, with attention to issues of race, American studies courses on specific topics, An examination of American life and culture from the gender, class, and ethnicity throughout. The intent of themes, eras and ways to study American cul- Civil War to the present. Topics include social move- the course is to offer students a variety of opportuni- ture together with American subject courses ments, westward expansion, immigration, urbaniza- ties to sharpen their analytical, research, and writing skills from interdisciplinary and historiographic per- from different disciplines provides both breadth tion, the Horatio Alger myth, the rise of labor, economic growth and class differences, the role of the federal spectives. Required of majors and minors in their and in-depth knowledge of the development of government, racial and ethnic conflict, gender roles, sophomore or junior years. American culture. With the encouragement of war and peace, and criticism of American culture. G. Pfitzer, J. Zangrando, D. Nathan the American studies faculty students often Various resources, such as popular culture, music, include study abroad, Washington semester, or film, sermons, diaries, trial transcripts, literature, his- AM 231. ETHNIC AND IMMIGRANT internship experiences in their programs. torical studies, art and architecture, and various pri- EXPERIENCE 3 mary documents are used. (Fulfills social sciences An introduction to the historical experiences of sever- THE AMERICAN STUDIES MAJOR: Students requirement.) G. Pfitzer, D. Nathan, the Department al American ethnic and immigrant groups, including must fulfill the requirements designated in the Native Americans, African Americans, and people from Latin America, Asia, and Europe. Emphasizing three areas below as well as satisfy the gener- AM 200. ISSUES IN AMERICAN CULTURE 1 One-credit courses that focus on specific topics of rel- both the larger society’s view of a particular ethnic al college requirements for the degree of bach- evance to American culture (either historical or con- group and that group’s perception of its own experi- elor of arts. To qualify for honors in American temporary), such as recent books of significance, film ences, the course examines the processes of assimi- studies, students must complete the honors genres, documentary series, or current affairs. May or lation and acculturation, racism, nativism, ethnic con- thesis. may not be associated with three-credit courses being flict, and cultural survival mechanisms as found in offered simultaneously by the department (see specif- historical monographs, films, novels, biographies and 1. Prerequisites: AM101, 102; or HI121, 122 ic course descriptions). The Department autobiographies, demographic materials and oral his- (American History). tories. (Designated a Cultural Diversity course.) AM 201. AMERICAN IDENTITIES: PRE-1870s 3 J. Zangrando 2. American Studies Courses: six courses, A study of the changing ways Americans have defined themselves, from colonization to the mid-nineteenth AM 232H. NEW ENGLAND BEGINS 3 each of three credits or more, above the century. Relying heavily on primary sources, the A critical examination of the evolution of culture and 100 level, to be selected in consultation with course examines critical issues and periods including society in New England during the seventeenth cen- the student’s advisor. These must include race, ethnicity, gender, class, culture contact, revolu- tury. After considering the origins of the Puritan com- AM221, American Studies: Methods and tion, reform, and war, as well as men and women munity, the course will explore the ways in which that Approaches, and AM374, Senior Seminar. whose lives and work reveal the cultural temper of society changed over the course of the first seventy- their time. (Fulfills social sciences requirement; desig- five years of settlement, using the resources and 3. American Subjects: two courses, each of nated as a Cultural Diversity course.) M. Lynn methods of a variety of disciplines. By a culminating investigation of the events of the Salem witchcraft cri- three credits or more, about the United sis of 1692, questions will be raised as to the impact States taken in at least two other depart- AM 201L. AMERICAN IDENTITIES: PRE-1870s WITH WORKSHOP 4 of those changes and some of the ways in which ments and above the 100 level. Courses Taken in conjunction with AM201, the workshop com- New Englanders responded to them. Finally, by meeting this requirement must be approved plements AM201 class sessions. Classic texts and studying several historical and literary treatments of by the American Studies Department. documents in American culture from 1620 to 1877 the witch trials, we will gain a greater understanding are examined in depth. The workshop includes addi- of the interconnections between the past and the tional reading, journal writing, oral presentations, a present. (This is an Honors course; it fulfills the social field trip, and assignments in the American Studies- sciences requirement.) M. Lynn History Lab. (Fulfills social sciences requirement; designated as a Cultural Diversity course.) M. Lynn 57 AM 233. REPRESENTATIONS OF THE B. The West 4 B. The Machine in the Garden 3 AMERICAN PAST IN FILM 4 An examination of the mythic, historical, and contem- An introduction to the impact of industrialism on the An examination of how Hollywood filmmakers have porary West, western heroes and themes and what American pastoral ideal. The course focuses on the represented the American past, with special attention they reveal about American values and culture. Using cultural themes of agrarian paradise, the geopolitics to the implications of movies for the construction of film, literature, social and intellectual histories and the of land use, sentimental glorifications of the past, the American cultural identity. Students will analyze films arts, the course considers discrepancies in the image of the American farmer, and the transformation as historical documents that reflect (and sometimes images and realities of western exploration and set- of the American pastoral landscape. The central reproduce) the ethos or cultural politics of the period tlement. After considering the colonial period, the theme of the course is the inability of nineteenth and in which they were made and first viewed. Through course then explores nineteenth century conflicts twentieth century Americans to hold onto the vision of the use of popular culture theories, students will con- over property, natural preservation, mineral and water an American Arcadia in the face of rampant industrial- sider the ways in which films inform (and sometimes claims, and the rights of native Americans and con- ization and unrestricted technology. (Fulfills social sci- obfuscate and subvert) historical understanding. cludes with an examination of contemporary images ences requirement.) G. Pfitzer (Fulfills social sciences requirement.) D. Nathan and issues. (Fulfills social sciences requirement.) The Department C. African-American Experience, 1860s–1980s 3 AM 234. AMERICAN SPORTS/AMERICAN A study of the African-American experience, 1860s- CULTURE 3 C. The South 3 1980s. Using both primary and secondary source A historical examination of 300 years of sport in An exploration of the development of the distinctive material, the course examines the critical issues and America as an important expression of culture, con- culture of the southern region of the United States. period relevant to the African-American struggle flict, and meaning. Special attention is devoted to the The course examines myths and legends of the Old toward freedom and equality. Topics include slavery, ways in which contemporary sports provide a window South including those surrounding the origins of the emancipation, and Reconstruction; the woman’s era; into politics, economics, racial and ethnic relations, plantation system, southern womanhood and the the age of Jim Crow and the new Negro; the civil class formation, and gender identity. Students ana- development of the slave and free communities of the rights movement; and the post-reform period. lyze the ways in which Americans have played, region in the antebellum period. Topics include the Sources include narratives, documents, photographs, watched, and understood sports and will focus on myths and legends of the New South, the legacy of and films. (Fulfills cultural diversity requirement and some of the recurrent cultural values, trends, and the Civil War and Reconstruction, the imposition of social sciences requirement.) J. Woodfork symbolism associated with American athletes and segregation, modernization of agriculture and indus- public life. (Fulfills social sciences requirement.) try, and the migration of African Americans northward. F. The Environment in American Culture 3 D. Nathan The course culminates in a study of the civil rights An examination of the importance of nature and the movement, and recent demographic, economic, and environment in American culture. The course will ana- AM 235. CARIBBEAN AMERICAN IDENTITIES 3 political changes. (Fulfills social sciences require- lyze the role nature has played in American life from This introductory course will provide an interdiscipli- ment.) The Department the early human settlement in North America to the nary perspective on the development of Caribbean present. Topics will include the evolution of environ- American identities in the United States during the D. New England 3 mental consciousness in the United States, the 20th century. Drawing on a wide range of materials A study of the growth and development of regional development of national parks, the Adirondack Park including: art, films, videos, documentaries, and nov- culture in the northeastern United States from the in the nineteenth and twentieth centuries, and the els, this will contextualize the social, cultural, and eighteenth century to the present. Beginning with a impact and future role of the contemporary environ- political processes that have shaped Caribbean consideration of the heritage of the Puritan settlers, mental movement. (Fulfills social sciences require- American peoples. More broadly, the course will inter- the course proceeds to an examination of the ment.) The Department rogate the role of the visual arts in Caribbean Revolutionary experience, the industrial revolution, American culture and will use popular culture, includ- the New England Renaissance of the nineteenth cen- I. Popular Culture 4 ing music and carnival, as critical lenses to examine tury, and the transforming impact of immigration and A topical examination of the cultural-historical process Caribbean American identities. Geared toward stu- migration on the region’s population. It ends with a of the creation, dissemination, and consumption of dents who are interested in issues of immigration and study of the literature, politics, and economy of New mass or popular culture and analysis of popular cul- ethnicity, this introductory course opens up perspec- England in the twentieth century. (Fulfills social sci- ture as a defining characteristic of Americans. tives to explore the transformative experience of ences requirement.) M. Lynn Specific focus will be upon the evolution of modern immigration and the meaning of culture. (Fulfills electronic forms of communication in the twentieth social sciences and cultural diversity requirements.) AM 260. THEMES IN AMERICAN CULTURE century, and the interrelationships between the popu- J. Philogene Interdisciplinary examinations of critical themes in the lar and elite and folk culture will be explored. development of American culture and American life. Illustrative topics include: popular genre literature, AM 250. REGIONAL CULTURE (The course may be repeated for credit with focus on mass movements, celebrities and heroes, and film, Exploration of the development of distinctive regional a different theme.) radio, and television. D. Nathan cultures in the United States. Using a broadly based interdisciplinary approach, these courses focus on A. Civil Rights in Twentieth-Century J. Diversity in the United States 3 the interaction between people and their environ- United States 3 An examination of the ways in which people in the ments, the way people develop attachments to their An examination of the interactions of individuals, United States try to reconcile the realities of cultural own regions, and the tensions between regional and groups, institutions and agencies seeking to achieve, difference with preconceived notions of a unified national cultures. (The course may be repeated for enforce, or dismiss those civil rights guarantees con- America and American identity. Students will learn credit with a different topic.) tained primarily in the 13th, 14th, and 15th amend- about the United States as a complex, heteroge- ments to the Constitution of the United States and in neous society that has been profoundly shaped by A. The Hudson River 4 subsequent twentieth century legislation. Although a both the connections and conflict implicit in its multi- An introduction to the history, literature, and art of the major focus of the course is on the attempts of cultural heritage. Students will also address interrela- Hudson River Valley. The Hudson River is considered women and African-Americans to secure full civil tionships and tensions that characterize a culturally as an environmental entity, an economic and political rights protections, students are encouraged to investi- diverse democracy by examining how accepted cul- concern, and especially as a cultural symbol. The gate civil rights issues that range beyond these two tural traditions intersect with contested themes such course considers four centuries of American experi- groups. The course uses a variety of materials includ- as race, the family, adoption, gender, sexuality, and ence on the Hudson, but focuses on the nineteenth ing legislative histories, autobiographies, executive education. (Fulfills social sciences requirement; des- century, when the Hudson had its greatest influence orders, judicial decisions, biographies, histories of ignated as a Cultural Diversity course.) J. Woodfork on regional and national culture. (Fulfills social sci- specific aspects of the civil rights struggle, journalistic ences requirement.) G. Pfitzer accounts, documentary films, works of fiction, and oral histories. (Fulfills social sciences requirement.) J. Zangrando

AM 299. PROFESSIONAL INTERNSHIP IN A. 1920s 3 AM 371, 372. INDEPENDENT STUDY 3, 3 AMERICAN STUDIES 3 An intensive examination of the “roaring twenties,” A program of individual reading, research, and writing Internship opportunity for students whose academic with special attention to the impact of class, race, and which qualified majors design in consultation with and and cocurricular work has prepared them for profes- gender on the development of American culture in the under the direction of the American studies faculty. sional work related to the major. With faculty sponsor- period. The course focuses on a series of controver- An independent study allows an in-depth examination ship and department approval, students may design sies illuminating some of the conflicting forces at of a topic not treated extensively in regular depart- internships at museums and historical societies, work in American society, including debates over mental course offerings. Students meet with faculty newspapers, radio and television stations, museums immigration, Prohibition, evolution, sexuality, and the on a regularly scheduled basis to discuss and ana- and historical societies, newspapers, radio and televi- role of women in society. It will examine some of the lyze readings and research in primary and secondary sion stations, planning and architectural firms, major intellectual, social, and cultural issues of the sources. The Department schools, government agencies, and other appropriate era. M. Lynn sites. No more than three semester hours may count AM 374. SENIOR SEMINAR 4 toward the major. Prerequisite: two courses in B. 1950s 3 Exploration of primary and secondary sources in the American studies. Must be taken S/U. An interdisciplinary analysis of the decade of the interdisciplinary examination of a particular topic in 1950s in America. Using a wide variety of primary American culture. Students will pursue a major AM 340. WOMEN AND WORK IN AMERICA 3 and secondary sources, including fiction, film, music, research project or prepare an honors thesis propos- Examination and analysis of the role and status of biography, autobiography, poetry, sociology, drama, al. Required of all senior majors. Open to majors women in the economy, particularly the paid work and social criticism, the course explores the distinc- only; normally taken in fall semester of senior year. force, from the colonial era to the present. Topics tive culture of this decade. It focuses on the ways dif- G. Pfitzer considered are: the perceptions and the realities of ferent groups of Americans experienced the period, women’s participation in the work force, “women’s studying conformity and consumerism, the beatniks, AM 375. HONORS THESIS 4 work,” and working women’s conscious efforts to rock and roll, and the silent generation, as well as the Independent study and research leading to a thesis improve their economic status. A variety of sources roots of the protest movements and the countercul- examining a topic relevant to American civilization provide insights into the myths and realities of work- ture of the 1960s. M. Lynn from an interdisciplinary perspective. Required of ing women’s experiences; the impact of technology candidates for department honors. Participation by on women’s work; the demands of family on working C. 1960s 3 invitation of the department to students with strong women; the socialization of women’s work; legislation A consideration of the major events of the 1960s, records in the major or by petition of a student with and working women’s status; the influence of class, including the New Frontier, the Cuban missile crisis, special research interests. Prerequisite: AM374. race, and ethnicity on women workers and women’s the assassination of John F. Kennedy, the war in Open to majors only. The Department work; the job segregation of women; and women Vietnam, the civil rights movement, the sexual and workers and the organized women’s movement. gender revolutions, the rise of rock and roll, the coun- AM 376. TOPICS IN AMERICAN CULTURE J. Zangrando terculture, the moon landing and other landmarks of Interdisciplinary seminars exploring a substantial the decade. The course considers not only what hap- aspect of the development of American culture. AM 341. AFRICAN-AMERICAN WOMEN IN THE pened during those climactic years, but why such These courses involve in-depth analysis using the VISUAL ARTS 3 events were so important to American development, resources and techniques of several different disci- An examination of African American women as artists and how perceptions about the 1960s have changed plines and require a major research paper. (The and as subjects of visual and popular art in the nine- over time. G. Pfitzer course may be repeated for credit with a different teenth and twentieth centuries. Students will study a topic.) variety of cultural sources (including paintings, films, AM 361. AMERICAN MATERIAL CULTURE 4 novels, and videos), using aesthetics, race, gender, Introduction to the material aspects of American cul- A. War 3 color, sexuality, and class as categories of analysis to ture and the variety of ways in which artifacts—three- An examination of the experience of war and its explore critically the creative expressions and careers dimensional objects, the built environment, design impact on American culture over the course of the of black women artists. The course provides a lens and architectural styles, technological processes and last two centuries. The course concentrates on the through which a range of perspectives on various his- production, decorative and folk arts—serve as social American Revolution, the Civil War, Indian Wars, torical, social, and cultural movements can be and cultural documents. The course centers on the World War II, and the Vietnam War, using various viewed, including discussions of how African cultural attitudes and values embodied in as well as resources including fiction, history, film, oral history, American women’s art has been a site of resistance shaped by the production, utilization, and conserva- and autobiography to explore the changing nature of to or subversion of the narrow confines of dominant tion of material objects. Readings, discussions, war and its effects on American society and culture. cultural representations of black women and a cata- museum and other field trips, and object-oriented War and politics, the morality of war, military strategy lyst for political and racial empowerment. Working research projects assist students in enhancing their and tactics, war and gender roles, class, race and with an expansive cultural conception of art, the visual literacy and in making connections between ethnicity, the home front experience, and war’s course explores relationships between art, politics, material culture and the larger culture. J. Zangrando impact on the larger culture are some of the issues and society and pays close attention to the work of considered. M. Lynn formally and non-formally trained artists in relation to AM 362. AMERICAN AUTOBIOGRAPHY 3 their social, cultural, aesthetic, and historical con- An examination of American culture through the lives B. City 3 texts. J. Philogene of specific people as recorded in their autobiogra- An examination of the growth and impact of urban life phies. The course explores autobiography both as an on American culture. Using fiction, film, histories, AM 342. BLACK FEMINIST THOUGHTS 3 act of self-creation and as a reflection of culture. sociological studies and material culture, the course Examines the development and materialization of Various autobiographies are examined for their reve- examines the relation between the perceptions of Black American feminist thoughts within historical, lations about choices, crises, values and experiences urban life and the actualities of that experience. By social, political, and cultural contexts. Interdisciplinary of representative people in particular periods of the focusing on how varying reactions to the urban expe- in focus, it surveys feminist politics and theories American past. D. Nathan, J. Woodfork rience result from economic, ethnic, or gender differ- through films, popular culture, manifestos, literary ences, the course explores such topics as: the effect texts, and theoretical and historical essays. In addi- AM 363. WOMEN IN AMERICAN CULTURE 4 of industrialization, the waves of rural migration and tion, the course will address how the concepts of An examination of the changing position of women in overseas immigration, the concentrations of wealth black feminism and black womanhood overlap and American culture and society from the seventeenth and poverty, the impact of architecture, and the parks diverge in accordance with the modes of representa- century to the present. Topics will include the devel- and planning movements. D. Nathan tion used to articulate them. (Designated a Cultural oping familial, economic, sexual, educational, and Diversity course.) political roles of women, as well as consideration of the suffragist and feminist movements. Issues of AM 360. AMERICAN CULTURAL PERIODS race, class, and ethnicity will be included, and Examination of specific cultural periods, each of resources from a variety of disciplines will be used, which has had a particular significance for the devel- including material culture, history, literature, politics, opment of American culture. The course will explore sociology, and economics. M. Lynn the major social, political, economic, intellectual, and aesthetic issues of the period, using the resources of literature, history, music, art, government, sociology, and popular culture. (The course may be repeated for credit with a different period.)

C. America on the Couch 3 Anthropology HONORS: Students desiring departmental hon- A consideration of selected topics in the fields of cul- ors in anthropology must (1) achieve a GPA of tural studies and psychohistory. Through interdiscipli- Chair of the Department of Sociology, 3.5 or higher for all work in the major and a nary materials, students will explore the rich literature GPA of 3.0 or higher on all work taken at of psychohistorical interpretation, attempting to Anthropology, and Social Work: David Karp understand personal motivation, emotional character, Skidmore; (2) obtain senior project approval and abnormal behavior in both prominent American Associate Chair: Michael C. Ennis-McMillan from an anthropology faculty member willing to figures and in the nation at large. Topics include con- serve as their project adviser; (3) earn a grade version theory in the Salem witchcraft trials, infantil- Professors: Gerald M. Erchak, Jill D. Sweet, of at least A- on a completed senior project, ism and paternal authority in the age of Jackson, Susan Bender whether it be for AN 369 (senior research sentimental regression in the Civil War era, George paper) or AN 373 (senior thesis). Students inter- Custer and the schizophrenic personality, neurasthe- Associate Professor: Michael C. Ennis-McMillan ested in pursuing a senior honors project should nia in Victorian America, paranoia in the Nixon years, obtain further information from the department. and narcissism in the “me” decade of the 1970s. G. Pfitzer Assistant Professors: Eileen Rose Walsh, Luce Assistant Professor of Asian Studies Students desiring departmental honors in soci- D. Religion 4 ology-anthropology must meet the requisite An examination of the institutions of religion and the Research Associate: Richard Wilkinson grade-point average and must earn a grade of roles religion has played in the development of at least A- on a senior honors project in either American society, from the seventeenth century to The primary purpose of the anthropology sociology or anthropology. the present. Beginning with a study of the Puritan “city on a hill,” proceeding to the Great Awakening, program is to facilitate the cross-cultural study of human groups and social behavior. THE ANTHROPOLOGY MINOR: Students who the Revolutionary separation of church and state and minor in anthropology must successfully com- designation of religious toleration, the course will con- The program’s curriculum includes archaeo- tinue to explore the development of an increasingly logical explorations of past cultures, human plete eighteen credits in anthropology including diverse society of belief and unbelief. Using a variety biocultural development, and studies of foundational AN101 and 102. Students must of interdisciplinary sources, the course focuses on diverse lifeways of the world’s populations. also complete ten credits of anthropology elec- nineteenth century nativist attacks on Catholicism, Anthropology courses, designed to serve stu- tives including at least one course at the 300 the role of religion in the slave community, revivalism, dents with a general interest in the discipline level. The student should select a minor advi- fundamentalism, the social gospel, and contemporary sor who will assist the student in constructing a controversies over evolution, prayer in the public as well as those who plan to pursue graduate training, provide a background for profes- program of study. Students are encouraged to schools, and the impact of race, gender, and class. declare the anthropology minor by the end of M. Lynn sional training in international relations, multinational corporations, environmental studies, the junior year. E. Disorderly Women 3 social service, education, museums, and his- An examination of women characterized by the larger toric preservation. AN 101. INTRODUCTION TO CULTURAL society as unruly, disruptive, radical, militant, unfemi- ANTHROPOLOGY 4 nine, or just generally disorderly, and what this char- An introduction to the basic concepts and problems THE ANTHROPOLOGY MAJOR: The anthro- of sociocultural anthropology. The culture concept is acterization reveals about American society. The pology major must successfully complete at course will consider types of women as well as the explored as a central theoretical and empirical con- experience of individual, so-called disorderly, women least thirty-two credits in anthropology. As a cern. Students learn about cultural diversity as well in the nineteenth- and twentieth-century United foundation for the major, students must take as recurrent patterns of cultural adaptation. (Fulfills States. Questions will include: What defines women AN101 and 102. Courses of exploration must social sciences requirement.) The Department as disorderly in specific times and places; how do include AN270 and at least one geographic- women deviate from the roles and behavior expected area course (AN205, 206, 227, 229, 242, 244, AN 101W. HONORS: INTRODUCTION TO of all women; what has motivated disorderly women, 260, or 268). Students must also take one CULTURAL ANTHROPOLOGY 4 from their perspectives, to act as they have, and what An opportunity for highly motivated students with methods course (AN326, 327, SO226, or 227) strong verbal skills to learn the basic concepts and has been the psychic cost? The central focus is on as well as AN366 as courses of application “disorderly women” as actors within and upon their problems of sociocultural anthropology as well as the society and on the responses of that larger society to and synthesis. Courses listed under sociology- opportunity to develop and improve writing skills. The their actions. J. Zangrando anthropology may be taken for either sociology culture concept is explored as a central theoretical or anthropology credit, but not both. and empirical concern. Students learn about cultural F. America and the Sea 3 diversity as well as recurrent patterns of cultural An exploration of the role ocean has played in THE SOCIOLOGY-ANTHROPOLOGY adaptation. The honors section of AN101 provides a American life. Beginning with the view of the sea as MAJOR: The sociology-anthropology major smaller class size, a discussion-based format, and explicit attention to social science writing. Students an ecosystem, the course uses literary and historical must successfully complete SO101; either sources to trace the sea’s importance in the develop- write and revise essays and respond to one another’s AN101 or 102; either SO324, 325, or AN270; work in workshops and peer review sessions. ment of American culture. After studying the cultural, either AN326 or 327 or SO226 or 227; either social, and economic importance of the sea in Students take a general writing placement exam the American life, the course returns to the biology of the AN366 or SO375; and twelve credit hours of first day of class to assist the instructor in assessing sea through student research projects on current electives in sociology and twelve credit hours whether they have been placed at the proper exposi- environmental problems, as well as national and of electives in anthropology. Courses desig- tory writing level. The course fulfills part of the foun- international laws and regulations, which protect the nated sociology-anthropology may be taken dation requirement for anthropology majors and ocean as a commons for the world. The Department for credit in either sociology or anthropology, minors and is most appropriate for first-year students and sophomores. (Meets expository writing require- but not both. ment for students who placed at EN105 level or who AM 399. PROFESSIONAL INTERNSHIP IN have completed EN103; fulfills social sciences AMERICAN STUDIES 3 or 6 requirement.) M. Ennis-McMillan Professional experience at an advanced level for juniors or seniors with substantial academic and cocurricular experience in the major. With faculty sponsor- AN 102. ANTHROPOLOGY OF THE HUMAN ship and departmental approval, students may extend PAST 4 their educational experience into such areas as his- An introduction to the biological and cultural evolution toric preservation, museum administration and edu- of humans. In learning about evolutionary theory and cation, journalism and communications, urban plan- process, students come to understand concepts of ning, teaching, public administration, and other relat- time and space as critical factors in our ability to ed fields. No more than three semester hours may reconstruct the human past. Students engage a vari- count toward the major. Open to junior and senior ety of biological and archaeological data in laboratory majors and minors. Must be taken S/U. sessions to clarify how this reconstruction occurs. (Fulfills social sciences requirement.) S. Bender

60 AN 175. INTRODUCTION TO ARCHAEO- AN 244. INDIGENOUS CULTURES OF LATIN AN 303. ANALYSIS OF THE HUMAN LOGICAL FIELD INVESTIGATIONS 5 AMERICA 3 SKELETON 4 An introduction to the process of locating, identifying, A survey of indigenous peoples and cultures in Analysis of the human skeletal system as a record of and excavating archaeological sites. The focus of Mexico, Central America, and South America. The individual life history. Major topics include identifica- class activity is actual participation in an archaeologi- course examines the persistence and change of tion of skeletal anatomy and manifestations of age, cal excavation and related activities. Summer only. indigenous cultures as they have intersected with sex, health, and nutrition. Modes of analysis of the S. Bender broader social forces since European conquest and information and meaning embedded in prehistoric colonization. Topics include contemporary indigenous burial contexts are also considered. Prerequisite: AN 201. INTRODUCTION TO movements as they influence regional politics, eco- AN102 or permission of instructor. S. Bender ARCHAEOLOGICAL RESEARCH 2 nomic development, environmental change, national- An introduction to the basic lab methods and theory ism, and the construction of racial, ethnic, and gender AN 325. APPLIED ANTHROPOLOGY 4 involved in organizing, describing, and analyzing identities. (Fulfills Cultural Diversity requirement.) Applying the anthropological perspectives to the archaeological data. Course work is project based, M. Ennis-McMillan analysis of national and international sociocultural involves analysis of primary data, and results in gen- issues. Topics include cultural brokerage, advocacy, erating answers to central research questions about AN 251. THEMES IN ANTHROPOLOGY 1-4 community development, evaluation, ethics, and the these data. Prerequisite: AN102. S. Bender Examination of a geographic or subject area not difficulties facing indigenous peoples and ethnic available in existing course offerings. For example, minorities within nation-states today. Prerequisite: AN 205. MESOAMERICAN ARCHAEOLOGY 3 the course may focus on post-colonial Australia, con- AN101. J. Sweet A survey of the culture history of Mesoamerica, temporary Ireland, or studies in primate behavior. The including primarily the states of Mexico and course in a different subject area may be repeated for AN 326. FIELD METHODS IN CULTURAL Guatemala. Inquiry focuses on the origin of New credit. Prerequisite: permission of the instructor. ANTHROPOLOGY 4 World agriculture as well as the development of high- The Department An introduction to field methods employed by cultural land Mexican and Aztec and lowland Mayan civiliza- anthropologists in their collection of primary data. tions. The course considers the interpretation of the AN 252. NON-WESTERN THEMES IN Students will conduct field projects in local communi- archaeological remains at major Mesoamerican site ANTHROPOLOGY 1-4 ty settings. These projects call for pure observation, complexes. (Designated a non-Western culture Examination of a non-Western geographic or subject mapping, formal and informal interviewing, participant course; fulfills social sciences requirement.) area not available in existing course offerings. For observation, and photo elicitation. Students will gain S. Bender example, the course may focus on aboriginal experience in formulating research problems, devel- Australia or the music of New Guinea tribal groups. oping a protocol, as well as organizing and communi- AN 206. ARCHAEOLOGY OF EASTERN NORTH The course in a different subject area may be repeat- cating findings. Central concerns include the estab- AMERICA 3 ed for credit. Prerequisite: permission of the instruc- lishment of rapport and research ethics. Prerequisite: Archaeological sites located throughout the eastern tor. (Designated a non-Western culture course.) AN101 and permission of instructor. United States are analyzed to reveal the history of The Department J. Sweet, M. Ennis-McMillan human-land and human-human interactions over a 15,000-year period. Special attention is given to AN 260. SOUTHWEST INDIANS 3 AN 327. ARCHAEOLOGICAL FIELD AND changes in aboriginal culture effected by the estab- An examination of the cultures, histories, and current LABORATORY TECHNIQUES 4 lishment of gatherer-hunter lifeways in the East and socioeconomic situation of Native Americans in the An introduction to the processes of archaeological the later transition to village horticulture. (Designated Southwest region of the United States. Groups such excavation and primary data analysis. Course a non-Western culture course.) S. Bender as the Navajo, Pueblo, and Apache will be studied requirements include active participation in a local within the context of Spanish and Anglo contact to excavation and the description and interpretation of AN 227. SUB-SAHARAN AFRICAN CULTURES 3 better understand issues of diversity, resistance to excavated materials. Prerequisite: AN102 or permis- A survey of the peoples and cultures of Africa south domination, and cultural change. Prerequisite: AN101 sion of instructor. S. Bender of the Sahara in tradition and change. Special atten- or 242, or permission of instructor. (Designated a tion is given to key social organizing principles and non-Western culture course.) J. Sweet AN 339. PSYCHOLOGICAL ANTHROPOLOGY 4 institutions such as secret societies, lineage systems, An exploration of the relationships among the con- age set organizations, and despotic political struc- AN 268. PEOPLE AND THE ENVIRONMENT cepts of culture, the self, personality, and behavior, tures. Prerequisite: AN101. (Designated a non- IN CHINA 3 examining crosscultural evidence and major theoreti- Western culture course.) G. Erchak An examination of human-environment interactions in cal models. Brain and mind evolution is investigated. China. The emphasis is on sociocultural practices Descriptive case studies are supplemented by recent AN 229. MEXICAN CULTURES 3 bearing upon the environment. Topics include histori- theoretical and empirical work. Both non-Western and A survey of the peoples and cultures of Mexico. The cal and cultural ecology, demography, agriculture and Western (including United States) cultures are discourse examines the changes in Mexican cultures in land tenure systems, the role of the state, and cussed. Prerequisite: Two courses from among cul- relation to European conquest and colonization, Chinese environmentalism. Students will gain a foun- tural anthropology, sociology, or psychology, or per- national independence, the Revolution, and relations dation in the concepts and approaches used in situat- mission of instructor. G. Erchak with the United States. Topics include social move- ing human-environment interactions in their historical ments of principal indigenous groups (such as and cultural contexts. They will also learn about the AN 344. ANTHROPOLOGY AND Nahuatl, Maya, and Zapotecs), contemporary region- variety of human-environment interactions in China, ENVIRONMENTAL HEALTH 4 al politics, environmental change, and the ongoing both historicaly and in modern times, and understand An examination of health issues related to global construction of Mexican identities. Prerequisite: the complexities of human-ecological dilemmas in the environmental change. The course employs perspec- AN101 or 205 or 244, or permission of instructor. Chinese context. Prerequisite: AN101 or ES100, or tives and theories of critical medical anthropology to (Fulfills Cultural Diversity requirement.) permission of instructor. (Designated a non-Western explore the connections among broad patterns of M. Ennis-McMillan culture course; fulfills social sciences requirement.) environmental change, local responses to those The Department changes, and relevant health concerns. Topics AN 242. NORTH AMERICAN INDIANS 3 include the effects of population growth, urbanization, A survey of indigenous peoples and cultures of North AN 270. HISTORY OF ANTHROPOLOGICAL water pollution and water scarcity, epidemics, defor- America. The course examines the history of contact THOUGHT 4 estation, and species extinction in diverse geographic between Indian and non-Indian populations; the Examination of major debates in the history of anthro- settings. Special attention is given to how poor and development of United States federal Indian policies; pology and a look at central figures whose work powerless social groups bear a disproportionate bur- and the contemporary social problems related to the helped to fuel these debates. The careers of people den of environmental health problems. Prerequisite: reservation system and urban migration. (Designated like Boas, Mead, or Malinowski are studied within the AN101 or ES100 and at least junior standing, or per- a non-Western culture course.) J. Sweet context of the developing discipline of anthropology. mission of instructor. M. Ennis-McMillan The relationship between past and current anthropological ideas, fieldwork practices, and anthropological writing are considered. Prerequisite: AN101 or permission of instructor. J. Sweet

61 61 AN 345. ECOLOGICAL ANTHROPOLOGY 3 AN 366. SENIOR SEMINAR IN Exploration of the principles by which the environ- ANTHROPOLOGY 3 Art (Studio) ment shapes human culture and human culture Advanced readings in theoretical or applied anthro- shapes the environment. Topics include the process pology, with special focus on current developments in Chair of the Department of Art and Art History: of human adaptation, the analysis of human ecosys- the discipline. The course is designed as a capstone Kate Leavitt tems, and the explanation of cultural diversity and experience for senior anthropology majors. change from an ecological perspective. Prerequisite: Prerequisite: AN270 or permission of instructor. Studio Art Faculty: AN101 or ES100 and at least junior standing, or per- The Department mission of instructor. M. Ennis-McMillan Professors: Regis Brodie; John Cunningham AN 369. SENIOR RESEARCH PAPER 1-2 Jr.; David J. Miller; Doretta Miller, Robert AN 346. SYMBOLIC THEORY AND Individual project supervised by an appropriate facul- Davidson Professor of Art PERFORMANCE 4 ty member. The experience is designed for highly An examination of symbolic theory as a vehicle for motivated students who want the challenge of writing analyzing expressive forms found in ritual, festival, and revising a research paper on an advanced topic Associate Professors: Kate Leavitt; Richard myth, and theater. The human need to seek, con- in anthropology. The course must be taken in con- Linke, Ella Van Dyke Tuthill ’32 Professor of struct, and communicate meaning particularly regard- junction with one of the project advisor’s 300-level Studio Art; Margo Mensing; David Peterson; ing space, time, the supernatural, the self, and the courses. In addition to completing all regular require- Paul Sattler; Janet Sorensen; Peter Stake; cultural other will be explored. Attention will be given ments for the 300-level course, students in AN369 Joanne Vella to dance, drama, and music as complex symbolic will complete an analytical paper of greater depth and systems employed by groups in their search for length than is typically required by the course. Assistant Professors: Deborah Hall, Iona Park meaning. Prerequisite: AN101. J. Sweet Permission to enroll must be obtained from an anthropology faculty member willing to serve as their AN 347. WOMEN AND GENDER IN project advisor. Students who wish to take this option Visiting Assistant Professors: Patricia B. Lyell, EVOLUTIONARY PERSPECTIVE 3 for honors must submit a written proposal to the proj- *Deborah Morris A critical examination of the evolutionary reconstruc- ect advisor during the first weeks of class. tion of human behavior from feminist perspectives. Prerequisite: AN270 and permission of instructor. Visiting Assistant Professors, part-time: D. Using information from primate studies and anthropo- Open to senior majors only. The Department Leslie Ferst, *John Galt, *Victoria Palermo logical ethnography, students investigate how assumptions about gender have shaped traditional AN 370. PREPARATION FOR SENIOR THESIS Lecturer: *John Danison observations and interpretations of archaeological IN ANTHROPOLOGY 1 remains. Feminist reconstructions of human prehisto- Required for students who intend to write a formal ry are given close attention in an attempt to uncover thesis on a particular anthropological question. Shop Supervisor and Building Safety a human past that incorporates women as active his- During this preparation period, students must develop Coordinator: Paul Davis torical agents. Prerequisites: AN101 and 102 or per- a thesis statement, construct an outline, and docu- mission of instructor. S. Bender ment a literature search. Students must take AN370 Skidmore is a Charter Member, National the semester before enrolling in AN373. Prerequisite: Association of Schools of Art and Design, AN 349. MEDICAL ANTHROPOLOGY 4 AN270 and permission of instructor. Open to senior 1970. Accredited 1982, 1992. A survey of the field of medical anthropology that majors only. The Department introduces students to the crosscultural study of the The department offers two degrees: the bach- body, health, disease, illness, suffering, and healing. AN 371, 372. INDEPENDENT STUDY OR elor of science degree in studio art and the The course examines several theoretical perspec- FIELD RESEARCH 3, 3 tives (ethnomedical, biocultural, interpretive, and Individual reading and/or field research in anthropolo- bachelor of arts degree in art history. political economic). Topics include birthing, maternal gy under the guidance of a member of the depart- and child health, infectious diseases, death and ment. Students must be self-motivated and have a The studio art program offers a rich and dying, and other issues across the life cycle in written proposal in hand. They must seek approval diverse range of investigations across the dis- diverse geographic settings. Prerequisite: AN101 and from a member of the anthropology faculty to act as ciplines of art making and art history. 270 or permission of instructor. M. Ennis-McMillan advisor and instructor of record. Prerequisite: Integrating extensive liberal arts offerings with Permission of the instructor. The Department a broad studio experience, majors may choose AN 351. TOPICS IN CULTURAL OR to balance exploration with focus in a particular BIOLOGICAL ANTHROPOLOGY 1-4 AN 373. SENIOR THESIS IN ANTHROPOLOGY 3 area as preparation for graduate school or Examination of a theoretical or subject specialization Designed for highly motivated students who want the (with a strong theoretical component) not available in challenge of writing and revising a formal thesis on a future work in an art-related field. Critical think- existing course offerings. For example, the course particular anthropological question. Students work ing, imaginative problem-solving, and self- may focus on the behavior of macaques or the anthro- with the guidance of a project advisor and are reflective evaluation are key components in pology of tourism. The course, in a different subject expected to produce a major critical paper. As prepa- the development of the theoretical and techni- area, may be repeated for credit. Prerequisite: ration for AN373, students should successfully com- cal aspects of art making. Through art courses Permission of instructor. The Department plete AN370 during the fall semester of the senior students gain competency in visual language, year. With approval by the project advisor, students an increasingly important skill in contemporary AN 352. TOPICS IN ARCHAEOLOGY 1-4 may replace AN370 with AN371. Prerequisite: AN370 culture. Visual and verbal analytical and orga- or permission of the instructor. Open to senior majors Examination of a theoretical or area specialization not nizational skills learned in the studio apply to available in existing course offerings. For example, only. The Department the course may focus on zooarchaeology or lithic thoughtful practice in many arenas of our com- technology. The course, in a different subject area, AN 399. PROFESSIONAL INTERNSHIPS IN plex world. may be repeated for credit. Prerequisite: Permission ANTHROPOLOGY 3, 6, or 9 of instructor. The Department Professional experience at an advanced level for jun- The studio art major presents students with a iors and seniors with substantial academic and cocur- four-course foundations program to be com- SO 355. LANGUAGE IN SOCIETY 4 ricular experience in anthropology. With faculty spon- pleted within the first two years. Students then Examination of the varied aspects of the social sorship and department approval, students may proceed through exploratory courses chosen organization of language using techniques from soci- extend their educational experience into such areas from the areas of ceramics, communication as museum studies or work within appropriate state, ological, anthropological, psychological, and linguistic design, drawing, fibers, metals, painting, pho- theory. Special attention is given to regional, social, federal, or human service agencies. Prerequisite: at and individual variation; nonstandard dialects and least three courses in anthropology. Non-liberal arts. tography, printmaking, and sculpture. In the their social impact; the relationship of language, third and fourth years of study students con- thought, and culture; the role of language in socializa- centrate in an area of their choice. Faculty par- tion and in the maintenance of social structures; and ticipate not only as teachers within their area the type and extent of cultural variation in language of expertise but also as advisors, who help use. Prerequisite: SO101 or AN101 or permission of students select and pursue the courses and instructor. (May be taken for either sociology or course study best suited to the student. anthropology credit.) J. Devine 62 All studio art courses meet for six hours per The department recommends the following AR 108. LIFE MODELING: SCULPTURAL week. A cumulative grade of C or better is focus in course selection as preparation for STUDY OF THE HUMAN FORM 4 required for all work in the major. graduate study and professional practice in A study of the human figure through the medium of studio art disciplines. life modeling in clay. Slide lectures dealing with contemporary as well as traditional attitudes toward the There are two areas of studio art for which figure will complement studio activity and offer a per- Advanced Placement (AP) credit can be 1. Drawing: at least one additional course spective on humankind’s fascination with its own awarded: Studio Art: General and Studio Art: beyond foundation drawing. form. Initial course meetings will deal with elementary Drawing. A score of 4 or 5 in any one area concepts in wax and clay as they relate to the figure. earns the student six college credits. It is the 2. Depth: Additional courses in an area of con- Students will be instructed in armature-building as department’s policy that up to three of the six centration beyond the two required con- well as mould-making techniques; finished works will AP credits can be used toward an elective in tribute a great deal to the development of a be cast in plaster or bronze. (Fulfills arts require- the student’s major or minor. The remaining strong body of work. Students should con- ment.) Lab fee: $80 J. Cunningham credits may be treated as general elective sult regularly with their advisor to select AR 111. BASIC CERAMICS 4 credit toward the Skidmore degree. An excep- courses that will build artistic development Basic issues of aesthetics and technique developed tion to this policy must have approval from the and work for portfolios. through the direct manipulation of clay. A variety of Department of Art and Art History chair in con- forming techniques will be explored and demonstrat- sultation with appropriate faculty. 3. Art history: The study of art history is essen- ed, including pinching, coiling, slab constructing, and tial to a studio art major. The department throwing. In addition to group and individual critiques, THE STUDIO ART MAJOR: A minimum of thir- encourages students to take additional art weekly lectures will provide a working knowledge of teen studio art courses and three art history history courses beyond the three required kiln firing (both gas and electric) and clay and glaze courses for a total of sixteen courses and at courses. formulation. (Fulfills arts requirement.) Lab fee: $75 R. Brodie, L. Ferst least sixty credit hours. Requirements for the bachelor of science degree in studio art: The Department of Art and Art History reserves AR 115. INTRODUCTION TO FIBER ARTS 4 the privilege of keeping a part of the work of An introduction to the fiber arts. Projects will allow 1. Foundation: Four foundation courses are any student. students to explore off-loom woven structure, loom required of all studio art majors: AR131 132, weaving, resist-dyeing and screen-printing. Students 133, 134. STUDIO ART MINOR: Any student choosing will work with flat pattern and composition as well as studio art as a minor must consult the chair of three-dimensional fiber construction. Historical works 2. Exploration: A total of four courses beyond the Department of Art and Art History for pro- will be studied as well as the contemporary evolution foundations, each from a different studio gram approval. It is recommended that stu- of this art form. (Fulfills arts requirement.) Lab fee: $55 M. Mensing area: ceramics, communication design, dents begin work for the minor not later than drawing, fibers, metals, painting, photogra- the beginning of the second year. Students AR 131. VISUAL CONCEPTS 4 phy, printmaking, or sculpture. electing to minor in studio art are required to An introduction to the study of visual relationships on take any six studio art courses and any two a two-dimensional plane. Through guided exercises 3. Depth: Five courses chosen in consultation courses in art history. using both drawing and design mediums, the course with the student’s advisor. builds understanding of principles of design and com- Note: Please refer to the Academic Information position, as well as skills in perception, visual think- a) Primary concentration: at least two cours- Guide regarding double counting of courses ing, problem solving, and creativity. Drawing from es within a single studio area, at or above between majors and minors. observation, conceptual research, and manipulation of visual elements are integrated in this course. the 200 level (Fulfills arts requirement.) Lab fee: $16 b) Maturity: at least three 300-level studio STUDIO FEES: All studio courses including Studio Art Faculty art courses Advanced Studio Problems and Independent Study carry laboratory fees (see course AR 132. FORM AND SPACE 4 4. Art history: three art history courses that descriptions). In addition, students must pur- Fundamental study of form in three dimensions. This must include AH100 and two electives. chase consumable materials and personal course develops understanding of formal visual con- supplies. cepts as well as skills in perception, visual thinking, 5. It is recommended that the four foundation problem solving, and creativity. Drawing as a means courses, one exploration course, and AH100 Course Availability. The department is commit- to translate ideas into three-dimensional form; processes using minimal tools and easily worked be completed by the end of the second ted to having students experience a variety of year. materials; and working methods that emphasize plan- media. However, space is limited, and, there- ning, study, and experimentation form the basis for fore, students cannot be guaranteed enroll- this course. (Fulfills arts requirement.) Lab fee: $43 6. Capstone: successful participation in the ment in specific courses during any given Studio Art Faculty Senior Thesis Exhibition. As preparation for semester. As soon as students are confident the exhibit, senior majors will be required to about their choice of program, they should AR 133. DRAWING 4 meet as a group six times on a biweekly declare their major. An expanded study of principles introduced in AR131. basis with department faculty in the spring This course builds on basic drawing experiences, semester of the senior year. Group meet- AR 101. INTRODUCTION TO PAINTING 3 refining skills in observation, organization, interpreta- ings will discuss the philosophy, aesthetics, An introduction to painting as a medium of visual tion, and critical analysis. Studio work introduces a logistics, the artist statement, and effective expression. Emphasis is placed upon exploration of range of traditional drawing tools and materials while exploring a variety of approaches to image making planning for the exhibit. formal and technical concerns. Basic studies include drawing and will explore a variety of subject matter and visual expression. Prerequisite: AR105 or 131. and media directed toward the organization of the (Fulfills arts requirement.) Lab fee: $16 two-dimensional plane. Summer only. Not open to Studio Art Faculty Skidmore art majors. (Fulfills arts requirement.) Lab fee: $16 Studio Art Faculty

63 AR 134. COLOR 4 AR 223. INTERMEDIATE DRAWING 4 AR 299. PROFESSIONAL INTERNSHIP IN An introduction to the study of color in studio art. This An further investigation of the formal and expressive STUDIO ART 3 or 6 course develops understanding of the characteristics characteristics of drawing, with a focus on drawing as Internship opportunity for students who have complet- of color through color theory, observation, organiza- visual communicative act. Structured assignments ed their first year and whose academic and cocurricu- tion, and experimentation, and builds skills in percep- provide a context for focused exploration of materials lar work has prepared them for professional work tion, visual thinking, and creativity. Guided exercises and processes and development of individual vision. related to the major. With faculty sponsorship and explore the role of color in compositional relation- Readings and discussions will complement studio department approval, students may design internships, the psychological and expressive effects of work. Prerequisite: AR133. Lab fee: $16 ships in studio assistance to professional artists, in color, and the physical properties of color mixing. Studio Art Faculty artist cooperatives, graphic design studios, advertis- (Fulfills arts requirement.) Lab fee: $16 ing design studios, galleries, museums, and printing Studio Art Faculty AR 224. FIGURE DRAWING 4 houses, or in other art-related projects. No more than An extensive investigation of drawing from the life three semester hours in any internship may count AR 201. PAINTING 4 model. Guided exercises refine observation skills by toward the studio art major or minor. Prerequisites: An introduction to oil painting, focusing on traditional building understanding of anatomical and spacial three courses in studio art. Non-liberal arts. No labo- painting methods and materials. Using direct obser- relationships, as well as providing a context for exploratory fee. vation, this course builds understanding of composi- ration of interpretive and expressive aspects of figure tional principles, color relationships, the physical and drawing. Assignments encourage exploration of com- AR 311. INTERMEDIATE PAINTING 4 expressive properties of paint, and the creative positional relationships, drawing media, and concep- A continuation of painting concepts explored in process. Prerequisites: AR131, 133, 134. Lab fee: tual ideas. Prerequisite: AR133. Lab fee: $15 AR201, designed to further acquaint students with $16 Studio Art Faculty Studio Art Faculty technical processes, formal relationships, and conceptual issues. Structured assignments employing AR 209. COMMUNICATION DESIGN I 4 AR 227. COMMUNICATION DESIGN II 4 direct observation (including the figure) and invention An introduction to visual design and communication Further development of the concepts and skills intro- provide a context for development of a personal theory. Emphasis is on developing a strong founda- duced in Communication Design I. Emphasis is vision. Other assignments will refer to historical and tion in visual perception, design principles, and typog- placed on integrating the symbolic and communica- contemporary movements and painting methods with raphy. Students will undertake studio problems aimed tive aspects of typography with visual elements. readings and discussions. Prerequisite: AR201. Lab at developing visual awareness, analytical thinking, Through the application of design principles and fee: $16 Studio Art Faculty craftsmanship, and use of hands-on media and digital typography, studio projects will stress strong visual techniques. Prerequisites: AR131, 133, 134. Lab fee: concepts while exploring hands-on media and digital AR 315. ADVANCED FIBER ARTS 4 $105 D. Hall techniques. Prerequisite: AR209. Lab fee: $105 A continued exploration and development of personal D. Hall interpretations of traditional and nontraditional meth- AR 215. TEXTILE STRUCTURES 4 ods of textile design and fiber construction. Students Loom weaving with emphasis on weave structures, AR 229. BEGINNING PHOTOGRAPHY 4 may elect to concentrate in the area of weaving or color, and texture studies. Students will work with 2- An exploration of the varied aesthetic and mechanical textile design, or may develop skills in both areas and 3-dimensional application of their completed aspects of contemporary photographic process. concurrently. Advanced weaving will include multi- woven textiles. Possible areas of study include: tap- Emphasis is placed on using the camera as a tool to harness weave structure on jack-type, computer, and estry, ikat, warp painting, and clothing. Additional increase one’s visual sensitivity and personal aware- dobby looms. Advanced textile design will include studies are possible in single-element structures, ness. Lab work is digital using Adobe Photoshop. printed resists, photo screen-printing, lacquer sten- such as knitting, netting, and knotting. Readings in Each student must own a camera: 35mm or digital. cils, gouache rendering, and computer-aided design. textile history and contemporary art issues, writing, Prerequisite: AR131. Lab fee: $80 (does not include It is strongly recommended that students intending to and discussion will complement technical grounding film or paper). R. Linke work in both areas complete both AR215 and 216 in traditional textile processes. Prerequisite: 131 or prior to electing this course. Personal initiative and 132 or 134. Lab fee: $55 M. Mensing AR 234. WATERCOLOR 4 creative self-expression are emphasized in this Exploration of the materials and methods used in course. Prerequisite: AR215 or 216. May be taken for AR 216. TEXTILE SURFACE DESIGN 4 watercolor painting. Included will be dry and wet credit three times with permission of instructor. Lab Introduction to theoretical and practical textile surface paper techniques, resist processes, and experimental fee: $55 M. Mensing design. Students will learn block printing, photo silk- painting. Conventional methods of illustrating the fig- screen printing, resist-dyeing, and thermoplastic ure and landscape will also be stressed. AR 318. ADVANCED CERAMICS 4 manipulations of fabrics. An in-depth study of the Prerequisites: AR131, 133, 134. Lab fee: $16 A further intensification of the use of clay as a medi- chemical properties of fabrics, dyes, and pigments. Studio Art Faculty um and a continuation of the development of the Projects will be 2- and 3-dimensional with a concen- forming processes of hand-building and throwing. tration in repeat pattern design and additional work in AR 251. ELEMENTARY SCULPTURE 4 Also included will be the formulation of clay bodies other types of image reproduction on cloth. Three-dimensional investigations utilizing casting, and the investigation of kiln firing techniques. Prerequisite: 131 or 134. Lab fee: $55 M. Mensing carving, and metal processes. The student will be Prerequisite: AR217. May be taken for credit three exposed to a variety of materials such as clay, wood, times with permission of instructor. Lab fee: $100 AR 217. INTERMEDIATE CERAMICS 4 metal, stone, and wax. Prerequisite: AR132. Lab fee: (includes clay, glazes, firings). R. Brodie The continued development of aesthetic concepts $65 J. Cunningham, J. Galt and techniques. Individual exploration and expression AR 319. METALSMITHING 4 will be encouraged. Through a structured approach AR 253. CARVING PROCESSES IN WOOD 4 An advanced studio course in the jewelry and metal- with demonstrations, lectures, weekly assignments, An exploration of carving processes and concepts smithing sequence. Students explore the plastic and group and individual critiques, the student will be related to wood in sculpture. Studio activity will con- potential of precious and nonprecious metals through exposed to hand-building and throwing, as well as centrate on wood carving. Slides and studio presen- the process of raising, forging, hollow-forming, and raku, salt-glazing, and stoneware reduction tech- tations will provide the basis for study of the technical repoussé. Inventiveness, personal initiative, and cre- niques. Prerequisite: AR111 or permission of instruc- and historical development of stone carving. Students ative self-expression are particularly emphasized in tor. Lab fee: $100 R. Brodie, L. Ferst will gain practical experience with drawing as it this course. Prerequisite: AR219. May be taken for relates to carving processes, conceptual thinking, and credit three times with permission of instructor. Lab AR 219. JEWELRY AND METALS I 4 the realization of three-dimensional form. fee: $55 D. Peterson Sequence of problems employing various techniques Prerequisite: AR132 or permission of instructor. Lab in metal. Emphasis upon structural design and cre- fee: $65 J. Cunningham ative use of materials. Prerequisite: AR131 or 132 or permission of instructor. Lab fee: $55 D. Peterson

64 AR 320. JEWELRY AND METALS II 4 AR 350. PRINTMAKING: LITHOGRAPHY 4 AR 365, 366. ADVANCED STUDIO A continuation of concepts and methods explored in An investigation and development of the lithographic PROBLEMS 3, 3 AR 219 with an emphasis on casting. Weekly group process including color-printing techniques with Individual problems in a given discipline within the critiques will focus upon individual aesthetic growth, emphasis placed on personal growth and vision. department: i.e., painting, sculpture, ceramics, jewel- technical exploration, and both historical and con- Readings in printmaking history and criticism will ry, weaving, textiles, graphics, photography, etc. To temporary issues to the art-metals discipline. complement studio work. Prerequisite: AR133; rec- qualify, the student must have completed the most Prerequisite: AR219. May be taken for credit three ommended: AR223, 224. May be taken for credit advanced 300-level course in an area. Offered in the times with permission of instructor. Lab fee: $55 three times with permission of instructor. Lab fee: $65 studio, at a time arranged by instructor, the student D. Peterson K. Leavitt must petition for the course in spring for fall semester, and in fall for spring semester. Special permission AR 326. ADVANCED DRAWING 4 AR 351. SPECIAL TOPICS IN STUDIO ART 2,4 forms available in the chair’s office must be complet- A further investigation of drawing as a visual commu- Intensive, specialized study within one of the studio ed by the student, signed by advisor, instructor, and nicative act. The development of images through indi- disciplines listed below. Specific topics will vary from chair, and returned to the Registrar’s Office by the vidual exploration of form, structure, and space with year to year, providing students with unique opportu- dates indicated. Open to qualified junior and senior emphasis being placed upon the growth of personal nities to engage methods and concepts not found in art majors and other qualified juniors and seniors. vision and skill. Prerequisite: AR223 or 224. May be the department’s regular course offerings. All courses Permission of instructor and department chair are taken for credit three times with permission of instruc- are designed to meet 300-level maturity requirements required. Lab fee: courses carry the fee as noted in tor. Lab fee: $16 Studio Art Faculty and are open to all students who have fulfilled the the individual course description. May be repeated appropriate prerequisites. This course may be repeat- either in a given discipline or more than once. AR 330. ADVANCED PHOTOGRAPHY 4 ed once for credit provided that the topic is in a differ- Studio Art Faculty A continuation of problems of visual expression and ent discipline. Special Topics may be offered in the techniques encountered in beginning photography. following studio disciplines: AR 371, 372. INDEPENDENT STUDY 3,3 Students explore advanced digital image manipula- Individual work in a given discipline, in most cases tion; investigate digital portfolio presentations; as well A. Ceramics following its AR366 level of sequence. Open to senior as refine traditional print aesthetics. Prerequisite: B. Communication Design art majors and other qualified seniors. Permission of AR229. Lab fee: $80 (does not include film or paper). C. Drawing instructor and department chair is required. Lab fee: R. Linke D. Fibers courses carry the fee as noted in the individual E. Jewelry and metals course description. Studio Art Faculty AR 332. ADVANCED PAINTING 4 F. Painting Further investigation of formal, expressive, and tech- G. Photography AR 399. PROFESSIONAL INTERNSHIP IN nical aspects of painting. This course emphasizes H. Printmaking STUDIO ART 3, 6, or 9 individual exploration of structured assignments, I. Sculpture Professional experience at an advanced level for jun- leading toward self-directed studio practice. Readings J. Other media iors and seniors with substantial academic and cocur- and discussions complement studio practice. ricular experience in the major. With faculty sponsor- Emphasis is placed upon more individual exploration Lab fee: varies by subject area Studio Art Faculty ship and department approval, students may design of assigned formal problems in the studio. internships in studio assistance to professional Prerequisite: AR311. May be taken for credit three AR 352. ADVANCED SCULPTURE 4 artists, in artist cooperatives, graphic design studios, times with permission of instructor. Lab fee: $16 A process oriented course emphasizing the develop- advertising design studios, galleries, museums, and Studio Art Faculty ment of individual attitudes and involvements with printing houses, or in other art-related projects. Open three-dimensional form. The techniques and materi- to junior and senior majors and minors. No more than AR 337. ADVANCED COMMUNICATION als utilized will include casting, carving, metalworking, three semester hours in any internship may count DESIGN 4 and plastics. Prerequisite: AR251. May be taken for toward the studio art major or minor. Non-liberal arts. A continuation and development of the formal and credit three times with permission of instructor. Lab No lab fee. technical aspects of designing with type and image. fee: $65 J. Cunningham, J. Galt Students will be introduced to recent developments in visual communication theory and practice, including AR 355. COMPUTER IMAGING I 4 ART THEORY multimedia and interactivity. Readings in design histo- Development of computer animation and graphic ry and criticism as well as independent research will design skills. Projects may include such diverse AT 361. ART AND SOCIETY 3 complement studio work. May be taken for credit areas as video animation, photomontage, scientific An examination of how the visual arts are defined, three times with permission of instructor. visualization or advertising design. Prerequisite: funded, displayed, and made available to the public. Prerequisites: AR131, 133, 209, 227 or permission of AR131 or AR134 or permission of instructor. Open This course will explore the role of artists in contem- instructor. Lab fee: $105. D. Hall only to juniors and seniors. Lab fee: $105 porary cultures and will investigate information about J. Danison artists’ education, resources, opportunities, and the AR 341. PRINTMAKING: RELIEF 4 skills required for professional development. Open to An investigation and development of the relief print- AR 356. COMPUTER IMAGING II 4 juniors and seniors or by permission of instructor. ing process through linocut, woodcut, letterpress, and Individual and group problems using computer imag- Doretta Miller book arts with an emphasis on personal growth and ing. Projects may include work in either fields of vision. Readings in printmaking history and criticism video animation or publishing. Prerequisite: AR355 or AT 375. CURRENT ISSUES IN ART 3 will complement studio art. Prerequisite: AR133; rec- permission of instructor. May be taken for credit three A lecture-discussion course open to junior and senior ommended: AR223, 224. May be taken for credit times with permission of instructor. Open only to jun- art majors working in any media. With group critiques three times with permission of instructor. Lab fee: $60 iors and seniors. Lab fee: $105 J. Danison of student work as the central focus, the seminar K. Leavitt explores individual work, processes, methodology, AR 358. ART FOR CHILDREN 4 and other areas of individual or group interest. Slide AR 342. PRINTMAKING: INTAGLIO 4 Introduction to the basic art materials and techniques presentations, lectures, oral reports, and visits to gal- An investigation and development of the etching used to teach concepts in elementary schools, muse- leries and artists’ studios provide a context for the process including color printing techniques, with ums, and other educational settings as related to chil- student critiques and introduce historical, social, liter- emphasis placed on personal growth and vision. dren’s needs, interests, and development. The role of ary, and aesthetic perspectives related to develop- Readings in printmaking history and criticism will art in a humanities program will also be considered. ments in the visual arts. Studio Art Faculty complement studio work. Prerequisite: AR133; rec- Lab fee: $55 Doretta Miller ommended: AR223, 224. May be taken for credit three times with permission of instructor. Lab fee: $60 K. Leavitt

65 Art History d) Arts of Africa and the Americas: AH103, Note: Please refer to the Academic Information 203, 207, 309, 310, 315*** Guide regarding double counting of courses Chair of the Department of Art and Art History: e) Asian Art: AH105, 106, 200, 204, 209, between majors and minors. Peter Stake 210, 211, 311, 312, 314. Students may receive AP (Advanced Place- 3. Exploration (at least three courses): Besides Director of Art History: Robert Linrothe ment) credit in art history. A score of 4 or 5 the foundation and breadth courses, each earns the student six college credits. It is the student must take a minimum of three addi- Professor: Penny Jolly, Kenan Professor of department’s policy that four of the six AP tional art history courses including at least Liberal Arts credits can count as AH100 (determined fol- one seminar but not including the senior lowing consultation with the director of the Art thesis. (The senior thesis is an option stu- Associate Professors: Lisa Aronson, Katherine History Program) and may be applied toward a dents may take beyond the ten courses Hauser, Robert Linrothe major or minor in art history. The remaining required for the art history major.) two credits may be treated as general elective Assistant Professor: Mimi Hellman credit toward the Skidmore degree. 4. Self-Assessment Portfolio: All second- semester senior majors will be required to Lecturers: Leslie Mechem, Leila Whittemore AH 100. SURVEY OF WESTERN ART 4 compile a portfolio of their work in art history A survey of Western art from ancient times to the and write a brief assessment of their present that places monuments of art in social, histor- Affiliated Faculty: progress through the major. The portfolio ical, and cultural contexts. consists of a list of classes taken in art his- K. Hauser, M. Hellman, P. Jolly John S. Weber, Professor of Liberal Studies; tory, studio art, and any related fields that Dayton Director, Frances Young Tang Teaching AH 103. THE ARTS OF AFRICA, OCEANIA, have enriched the student’s understanding Museum and Art Gallery AND THE AMERICAS 4 of art history; examples of the student’s A survey of the arts of Africa (south of the Sahara), work in art history at all levels; materials that Ian Berry, Lecturer in Art and Art History; Oceania (the South Sea Islands), and native North, evidence any special projects, study-abroad Susan Rabinowitz Malloy ’45 Curator; Central and South America. This course examines a work, or internship experiences; and a two- variety of styles, techniques and socioreligious func- Associate Director of Curatorial Affairs, page written self-assessment addressing tions of the arts and architecture of these non- Frances Young Tang Teaching Museum and the ways in which the student did or did not Western cultural areas. (Designated a non-Western Art Gallery meet the goals of the art history major, culture course; fulfills humanities requirement.) including comments on growth within the L. Aronson Art history is distinctive in its direct engagement major. with art objects through visual analysis and his- AH 105. SURVEY OF ASIAN ART: SOUTH AND torical study. We use art objects to understand SOUTHEAST ASIAN AND HIMALAYAN 4 Because advanced research in any aspect of history and culture, and history and culture to An overview of the art and material culture of India, art history requires foreign languages (general- understand art objects. Students earning a Southeast Asia, and Tibet. Works of art and culture ly French or Italian and/or German, plus any will be examined with an emphasis on style as cultur- bachelor of arts in art history explore the varied language appropriate to your area, e.g., al expression, the meaning of the arts in a religious roles of artists, their art, and their patrons Chinese), we recommend language study. We context, and the impact of cross-cultural exchange. across diverse cultural and historical contexts. also recommend additional art history courses (Designated a non-Western culture course; fulfills In addition, they experience the creative humanities requirement.) R. Linrothe (including independent studies, museum/ process of making art. Students gain a breadth gallery internships, and the senior thesis) of knowledge spanning both Western and non- AH 106. SURVEY OF ASIAN ART: EAST ASIA 4 and/or courses in related fields, such as litera- Western subfields of the discipline. Art history Survey of the art and material culture of China, ture, history, philosophy, anthropology, religion, majors develop skills in analyzing images and Korea, and Japan. Works of art and culture will be and studio art. texts that are applicable to a wide range of per- examined with an emphasis on style as cultural expression, the meaning of the arts in a religious sonal, civic, and professional endeavors; they HONORS: In addition to meeting the College context, and the impact of the cross-cultural may also go on to graduate work in art history grade point average for the major, students exchange. (Designated a non-Western culture and professional work in art-related fields. wishing to qualify for honors in the program course; fulfills humanities requirement.) R. Linrothe must successfully complete an independent THE ART HISTORY MAJOR: Each student AH 111. INTRODUCTION TO ART 3 project that the art history faculty judge to be major is required to take a minimum of ten A focus on a variety of monuments and traditions of outstanding. The project nominated by a mem- courses according to the following guidelines. art and architecture, with the goal of exploring issues ber of the art history faculty, must go beyond concerning style, function, technique, and meaning. the work required in our regular art history 1. Foundation (two courses) Attention will be paid to topics such as creativity, the classes. Examples of types of projects that artist and society, sacred and secular art, gender and could qualify are Senior Theses and art, crafts and popular art vs. the fine arts, and the a) AH100 Survey of Western Art Independent Study or Internship projects, body in art. May not be counted toward a major in art b) One studio art course of your choice whether written, in the form of an exhibition, or or art history. (Fulfills humanities requirement.) (note prerequisites where necessary) computer-based. Summer only. Art History Faculty 2. Breadth (five art history courses) AH 200. HINDU ART 3 Choose one course from each of the five ART HISTORY MINOR: Students electing to An introduction to the arts of Indian Hinduism as areas: minor in art history are required to take a mini- expressions of religious ideas and experiences. The mum of five art history courses totaling not course emphasizes the evolution of ritual practice, a) Ancient and Medieval Art in the West: fewer than seventeen hours. Of those five devotional narratives, symbols and architecture of AH222, 223, 232, 233, 330 courses, at least one must be at the 300 level. Hinduism, taking note of the religious underpinnings Students should consult the director of the Art of the tradition, its popular manifestations and images b) Renaissance and Baroque Art in the History Program for approval. (Please note: a of the goddess (Devi). The interdisciplinary nature of West: AH241, 252, 264**, 342, 347, 348 total of six studio art and two art history cours- the course will highlight the necessity to understand the religious experience behind the works of art, and c) Modern and Contemporary Art in the es constitutes a minor in studio art.) witness the translation into visual expressions of West: AH217, 256, 261, 264**, 265, 268, abstract ideas and religious emotions. (Designated a 315***, 321, 353, 354, 364 **Fulfills breadth areas “b” or “c,” NOT both non-Western culture course; fulfills humanities requirement.) R. Linrothe ***Fulfills breadth areas “c’ or “d,” NOT both 66 AH 203. NATIVE AMERICAN ART 3 AH 222. GREEK ART AND ARCHAEOLOGY 3 AH 261. TWENTIETH-CENTURY ART 3 A study of the prehistoric, historic, and contemporary An exploration of the major developments in architec- A survey of European and American modern and arts of Native American peoples of North America. ture, sculpture, and painting from Minoan and contemporary art beginning in the late nineteenth This course will study the arts of mainly Southwest, Mycenaean civilizations through the Hellenistic peri- century and concluding with contemporary trends. Woodlands, Great Plains, and Northwest Coast cul- od. Attention is given to the influences on Greek art We will consider a range of movements including tures with particular attention to their historiography, from the East and to the influence of Greek art on postimpressionism, cubism, surrealism, abstract style, technique, symbolic meaning, and place in ritu- other cultures. (Fulfills humanities requirement.) expressionism, minimalism, and conceptual art in al. A wide range of media will be covered including L. Mechem their cultural and art historical contexts. Prerequisite: sculpture, painting, architecture, pottery, textile arts, AH100 or 111 or permission of instructor. K. Hauser jewelry, and body decoration. Recommended: AH103 AH 223. ROMAN ART AND ARCHAEOLOGY 3 (Designated a non-Western culture course; fulfills An examination of architecture, sculpture, and paint- AH 265. HISTORY OF MODERN DESIGN 3 humanities requirement.) L. Aronson ing beginning with the Villanovan and Etruscan cul- A history of modern design from 1750 to the present, tures and continuing through the Republic and with an emphasis on design movements in the twenti- AH 204. JAPANESE ART 3 Empire (fourth century A.D.). Topics covered include eth century. We will focus on modern European and A chronological survey of Japanese arts (painting, wall painting, narrative sculpture, and city planning. American design, surveying objects made from a prints, sculpture, ceramics, textiles, architecture, and (Fulfills humanities requirement.) L. Mechem wide range of materials, including textiles, metals, gardens) from the neolithic period to the present. The ceramics, and the print media. We will situate move- course emphasizes historical, religious, and aesthetic AH 232. LATE ANTIQUE, EARLY MEDIEVAL, ments such as Arts and Crafts, Art Nouveau, and contexts. Special attention will be given to the stimu- AND BYZANTINE ART 3 Bauhaus in their cultural and art-historical contexts. lus of contacts with China and Korea in the evolution An examination of the origins of Christian art in the Recommended: AH100 or 111. (Fulfills humanities of Japanese visual art, and to Buddhist art. Late Antique world and its subsequent development requirement.) K. Hauser (Designated a non-Western culture course; fulfills in the Byzantine world and early Medieval Europe. humanities requirement.) R. Linrothe Areas studied include the Early Christian catacombs, AH 268. HISTORY OF DRESS IN THE Ravenna mosaics, the animal style and Hiberno- MODERN WEST 3 AH 207. AFRICAN ART 3 Saxon manuscripts, Carolingian Europe, and A survey of costume and fashion in Europe and A survey of the arts of sub-Saharan Africa. Focusing Byzantine mosaics, icons and decorative arts. America, 1750 to the present. This course examines on selected groups from the sub-Saharan region, this Prerequisite: AH100 or 111 or permission of instruc- men’s and women’s clothing in the context of eco- course considers a wide range of media giving pri- tor. P. Jolly nomic, political, and cultural change in the modern mary attention to sculpture and masquerades but period. We will consider dress as one aspect of a rich also including ceramics, metallurgy, textiles, body arts AH 233. ROMANESQUE AND GOTHIC ART 3 visual culture that also includes the fine, popular, and and architecture. These arts will be examined in European art from the tenth through the fourteenth decorative arts with which art history students are terms of their styles, symbols, technologies, histories, centuries, with a focus on painting, manuscript illumi- familiar. Our sustained thematic focus will be cos- and socioreligious importance. (Designated a non- nation, sculpture, stained glass, and the decorative tume as a maker of individual identity in terms of Western culture course; fulfills humanities require- arts. Prerequisite: AH100 or 111 or permission of social class, political ideals, gender, and sexuality. ment.) L. Aronson instructor. P. Jolly Prerequisite: AH100 or permission of instructor. (Fulfills humanities requirement.) Art History Faculty AH 209. ISLAMIC ART 3 AH 241. RENAISSANCE EUROPE 3 Survey of the history of visual arts in Islamic cultures. Renaissance art in fifteenth- and sixteenth-century AH 309. THE ARTS OF MESOAMERICA AND The course will examine architecture, painting, Italy, Flanders, and Germany. Artists include SOUTH AMERICA 3 ceramics, and textiles in Arab, North African, Turkish, Masaccio, Donatello, Botticelli, Michelangelo, Architecture, sculpture, painting, and textiles from Persian and Indian contexts. Special consideration Leonardo, Raphael, Jan van Eyck, Bosch, Dürer, and selected cultures in Mesoamerica and the Andean will be given to the interaction between local visual Bruegel. (Fulfills humanities requirement.) P. Jolly region from the thirteenth century B.C. up to the time traditions and Islamic values. (Designated a non- of European intervention in the sixteenth century A.D. Western culture course; fulfills humanities require- AH 251. SPECIAL TOPICS IN ART HISTORY 3 Prerequisite: AH100 or 103 or 111 or permission of ment.) R. Linrothe A topically organized course, with the specific topic instructor. (Designated a non-Western culture varying according to program. Course may be repeat- course.) L. Aronson AH 210. CHINESE PAINTING 3 ed for credit on a different topic. (AH251N is desig- Chronological survey of Chinese painting from fourth nated a non-Western culture course.) AH 310. THE ARTS OF NIGERIA 3 century B.C. to eighteenth century A.D. Topics may Art History Faculty An in-depth study of the arts of Nigeria (West Africa) include technical issues, ornament and pictorialism, from its earliest archaeological sites through the post- figure painting, landscape, calligraphy, ink painting AH 252. BAROQUE AND ROCOCO ART 3 Colonial period. The course considers the breadth and its relationship with Chan (Zen), social back- A survey of European art of the seventeenth to mid- and range of Nigeria’s artistic traditions from tradition- grounds of artists, painting and poetry, and Chinese eighteenth centuries. Through an examination of al masquerades, textiles, ceramics, and body arts to critical writings. (Designated a non-Western culture artists such as Bernini, Velazquez, Rembrandt, and contemporary urban trends in painting, printmaking, course.) R. Linrothe Hogarth, the course aims to develop an understand- and sculpture. Prerequisite: AH103 or 207 or permis- ing of the historical and social conditions and stylistic sion of instructor. (Designated a non-Western culture AH 211. TIBETAN ART 3 features that characterize the diverse artistic manifes- course.) L. Aronson A survey of Tibetan Buddhist art, from its origins in tations of the period. Prerequisite: AH100 or 111 or the eighth century to the present. Attention is given to permission of instructor. M. Hellman Indian Buddhist art which provided the foundation for Tibetan integration of formal and ritual influences AH 256. NEOCLASSICISM TO from a number of Asian cultures. Painting and sculp- IMPRESSIONISM 3 ture will be considered, both as markers of cultural A survey of European art, from the mid-eighteenth and period style, and as expressions of Buddhist through the nineteenth centuries. Through an exami- ideals. (Designated a non-Western culture course.) nation of artists such as David, Delacroix, Constable, R. Linrothe Courbet, Monet, and Van Gogh, this course will explore artistic responses to the social, political, and AH 217. AMERICAN ART 3 economic changes of the period. We will discuss A survey of art produced in the United States from such topics as neoclassical portraiture, romantic land- the Colonial period to the present. Recurring themes scape painting, art displays at world’s fairs, and the will include the roles of artists in American society, origins of the “avant-garde.” Prerequisite: AH100 or the relationship of U.S. and European cultures, the 111 or permission of instructor. M. Hellman contrast and connection between popular and elite artistic traditions, the building of an infrastructure of art institutions, and government involvement in art patronage. Art History Faculty

67 AH 311. BUDDHIST ART OF EAST ASIA 3 AH 342. ART OF EARLY RENAISSANCE AH 369. WOMEN IN THE VISUAL ARTS 3 Buddhist art (sculpture, painting, architecture, callig- ITALY 3 A consideration of women as artists and as subjects raphy, graphic arts, and ritual implements) between An exploration of the origins of Italian Renaissance in the visual arts, mainly in the Western world but the third and fifteenth centuries in East Asia. The art in the fifteenth century, from Ghiberti, Masaccio also in non-Western cultures. Viewed from a socio- course examines the religious and aesthetic princi- and Donatello, to Botticelli and the Bellini. historical perspective, the course considers such ples underlying Buddhist art of East Asia, and ana- Prerequisite: AH100 or 111 or 241. P. Jolly issues as art vs. craft, art as a construction of gender, lyzes works of art as expressions of Buddhist values female vs. male aesthetic, and why women artists interacting with local cultures. Special attention is AH 347. NORTHERN RENAISSANCE have traditionally been excluded from the art history paid to the site of Dunhuang, and to three modes of PAINTING 3 canon. Prerequisite: AH102 or 111 or permission of Buddhist art: Esoteric, Pure Land, and Zen Buddhist. Painting in France, Flanders and Germany in the fif- the instructor. (AH369N is designated a non-Western Prerequisites: AH105 or 106 or 210 or HI241 or per- teenth and sixteenth centuries, with particular empha- course.) Art History Faculty mission of instructor. (Designated a non-Western cul- sis upon the art of Jan van Eyck, Rogier van der ture course.) R. Linrothe Weyden, Dürer and Bruegel. Prerequisite: AH100 or AH 371, 372. INDEPENDENT STUDY 3, 3 111 or 241. P. Jolly Guided by the instructor, the student does independ- AH 312. ANCIENT CHINESE ART 3 ent reading and research in a specific area of art his- A focused study of a small number of Chinese AH 348. SEVENTEENTH-CENTURY DUTCH tory. Permission of the instructor required. archaeological sites distributed between the Neolithic PAINTING 3 Art History Faculty (ca. 3000 B.C.E) and the end of the Han dynasty A study of the images produced during the “golden (220 C.E.). The sites and the works of art found in age” of Dutch painting and the social, economic, and AH 375. SEMINAR 4 the sites will be placed within their aesthetic, social, cultural conditions from which these images spring. In Advanced courses where students explore special- and political contexts. These sites are mainly newly examining the lives and works of artists such as ized topics in depth. Seminars rely predominantly discovered tombs, and special attention will be paid Rembrandt, Vermeer, Hals, and Ruisdael, the course upon the discussion of challenging readings, with stu- to the evolving attitudes to the afterlife in ancient seeks to understand the relationship between Dutch dents bearing primary responsibility for their own China. Prerequisites: AH106 or 210, HI241, or per- painting and Dutch society. Prerequisite: AH102 or achievements in the classroom. Typically, seminars mission of instructor. (Designated a non-Western cul- 111 or 252 or permission of instructor. include both oral and written components; require ture course.) R. Linrothe Art History Faculty individualized, substantial research projects; and rely on extensive independent work. AH 314. BUDDHIST ART OF SOUTH ASIA 3 AH 351. TOPICS IN ART HISTORY 3 A study of the evolution of Buddhist art in its original A topically organized course that addresses problems A. Ancient context of India. The course will survey the primary and issues of special interest at the advanced level. B. Medieval sites of Buddhist art production, with an emphasis on Course may be repeated for credit if on a different C. Renaissance sculpture within architectural settings. Issues include topic. (AH351N is designated a non-Western culture D. Baroque aniconism, patronage, the impact of ritual practice on course.) Art History Faculty E. Modern artistic format, pilgrimage, narrative, internationalism, F. Africa, Oceania, and/or Americas and the relationship between texts and images. AH 353. ART AND REVOLUTION 3 G. Asian Prerequisites: AH105 or 106 or 210 or HI241 or per- A study of the visual culture of the revolutionary H. Special Topics in Art History mission of instructor. (Designated a non-Western cul- decades 1770-1820 in Europe and America. This ture course.) R. Linrothe course seeks to explore such themes as the meaning Prerequisite: Open to junior and senior majors or and role of political art, the emerging ideals of mod- minors in studio art or art history. All others by per- AH 315. CONTEMPORARY AFRICAN ART 3 ern subjectivity and the Romantic artist, the origins of mission of instructor. Art History Faculty An in-depth study of African art since the early twenti- political caricature, and the differences in status and eth century. Focused mainly on the sub-Saharan ambition between such “public” artists as Jacques- AH 381. SENIOR THESIS IN ART HISTORY 3 region, the course begins by examining the impact Louis David and “private” artists such as William An advanced research and writing project for quali- that colonialism, with its appropriation, exploitation, Blake. Prerequisite: AH102 or 111 or 256 or permis- fied senior art history majors, on any topic of special and reshaping of Africa, had on the arts in Africa. It sion of instructor. M. Hellman interest within the discipline of art history, supervised then analyzes a broad spectrum of modern and con- by a member of the art history faculty and a second temporary African art forms (painting, printmaking, AH 354. NINETEENTH-CENTURY ART: reader. The student will further develop and refine a sculpture, textiles, photography, performance, and LONDON AND PARIS 3 substantial research project that he or she had previ- film) and related literary works from the 1950s to the A study of the artistic cultures of the two capitals of ously begun in a 300-level art history course. The present, with an emphasis on such issues as patron- imperial power in the nineteenth century, London and final project should be a rigorous critical analysis, age, the commodification of art, urbanism, national Paris. We will focus on artistic developments that incorporating original research and/or insights. consciousness, and the effects of globalization. both supported and critiqued this imperialist age, Recommended for those working toward graduate Prerequisite: AH102 or 103 or 207 or permission of including the art competitions at the world’s fairs of study in the field of art history. Those students inter- instructor. (Designated a non-Western culture 1855 and 1889, the fashion for orientalism, the ested in pursuing a senior thesis should obtain further course.) L. Aronson medieval nostalgia of the pre-Raphaelite brother- information from the Art History office. Prerequisite: hood, and the self-conscious modernity of the Approval of the faculty sponsor and the director of Art AH 321. HISTORY OF PHOTOGRAPHY 4 Impressionists. Prerequisite: AH102 or 256 or 261 or History. An introduction to the history of the medium from its permission of instructor. M. Hellman “invention” in 1839 to the present. This course looks AH 399. PROFESSIONAL INTERNSHIP IN at such forms of photography as pictorialism, straight- AH 364. CONTEMPORARY ART 4 ART HISTORY 3 or 6 photography, montage, documentary, and photojour- Recent developments in American and European art Professional experience at an advanced level for jun- nalism, situating them in their social, cultural, and art- from the 1960s to the 1990s. We will situate a range iors and seniors with substantial experience in art his- historical contexts. A significant theme of the course of contemporary art movements and practices, tory. With faculty sponsorship and department will be how, or even whether, photographs depict including pop, earthworks, performance, video, and approval, students may extend their educational reality. Prerequisite: AH102 or 111. the more traditional forms of painting, sculpture, and experience into such areas as museums, art gal- K. Hauser, M. Hellman photography, in their cultural and art historical con- leries, art auction houses, private art collections, arts texts. The course will explore such issues as the sta- administration, art conservation, and architecture and AH 330. LATE GOTHIC SCULPTURE AND tus of art institutions, the connections between high historic preservation. Unless prior permission is given PAINTING 3 art and popular culture, theoretical readings of art by the department, only three credits will count Sculpture and painting in fourteenth-century Europe, works, and the new trend toward artists’ self-con- toward a major in art history. Prerequisite: AH100 with special focus on the “Proto-Renaissance” scious expression of an identity politics. Prerequisite: plus adequate preparation for the proposed internship painters in Italy and manuscript illumination and AH102 or 111 or 217 or 261. K. Hauser through advanced course work in the history of art. sculpture in France and Germany. Topics include the revolutionary art of Giotto, the rise of late Medieval devotional art, Art and the Black Death, and the Limbourg Brothers and International Gothic art. Prerequisite: AH100 or 111 or 233. P. Jolly

68 Asian Studies 3. Junior Year* 3. Junior Year*

Director of Asian Studies Program: Mao Chen a) Study in China or Japan: continuing lan- a) Study in India in Skidmore’s Semester-in- guage instruction and practice; varying India Program or another approved pro- Affiliated Faculty: culture courses and internships, for at gram; language study and practice; vary- least three 300-level credits on China or ing culture courses, for at least three 300- Anthropology: Eileen Walsh Japan. Or level credits on South Asia. Or b) At Skidmore: At least three credits at the b) At Skidmore: At least three credits at the Art History: Deborah Hutton, Robert Linrothe 300 level in Asian studies; electives will 300 level in Asian studies; electives will continue language study and develop continue language study and develop Chinese: Mao Chen, Jinying Ye-Germond comparative and disciplinary focus. comparative and disciplinary focus. 4. Senior Year. At least six credits at the 300 4. Senior Year. At least six credits at the 300 Dance: Isabel Brown level, three of which are to be an independ- level, three of which are to be an independent study during the spring semester, taken ent study during the spring semester, taken English: Rajagopal Parthasarathy in conjunction with AS375, Asian Studies in conjunction with AS375, where the Seminar, where the research paper written research paper written in the independent Government: Steven Hoffmann in the independent study and a range of study and a range of issues will be dis- issues will be discussed. Some students cussed. Some students who have done History: Margaret Pearson who have done prior research may submit prior research may submit the independent the independent study research paper as a study research paper as a thesis. Japanese: Masako Inamoto thesis. HONORS: For honors in Asian studies, a stu- Music: Veena Chandra, Gordon Thompson South Asia Concentration (a total of thirty- dent must earn a 3.0 or better cumulative GPA two to thirty-four credit hours) in all courses taken at Skidmore, a 3.5 or bet- Philosophy: Joel Smith ter in all courses taken for the Asian studies 1. Language. Students are encouraged to par- major, and a grade of A or A- on an approved The student majoring in Asian studies exam- ticipate in Skidmore’s Semester in India senior thesis. With the approval of the Asian ines multiple facets of the cultures, traditions, Program or another approved program in studies director and faculty, a student may and contemporary realities of Asian countries South Asia, and to continue their language write a thesis in the senior year to be directed and peoples. The Asian Studies Program study throughout the major. Students by a member of the Asian studies faculty, with (major and minor) is interdisciplinary, with a choose one of the following three options: one additional reader. significant linguistic component, and opportunities for direct experience with an Asian culture. a) eight credit hours of Hindi in Skidmore’s THE ASIAN STUDIES MINOR consists of eight- For the major, a student may choose a con- Semester-in-India Program, plus two een credit hours approved by the director of centration in either East Asia (China and/or courses of self-instructional Hindi at Asian studies from the designated Asian studies Japan) or South Asia (India). The director of Skidmore. courses listed below, including at least three the program serves as the advisor to all credits at the 300 level. Up to eight credit hours majors and minors. b) eight credit hours of Hindi in Skidmore’s Semester-in-India Program, plus two cul- of an Asian language (Chinese or Japanese or Hindi when done in Skidmore’s India Program) THE ASIAN STUDIES MAJOR ture courses on India (in addition to courses that fulfill other requirements for may count toward the minor. Approved courses taken in Beijing, Tokyo, and Nagoya through the East Asia Concentration (a total of thirty-two the major) at Skidmore from the list of IES program; all courses in the Semester-in- to thirty-four credit hours) approved courses for the major. India Program, Skidmore in Beijing Program, c) two courses of self-instructional Hindi at and other preapproved courses taken abroad 1. Language. At least four semesters of Skidmore, plus two culture courses on can be counted toward the minor. Chinese or Japanese at Skidmore or India (in addition to courses that fulfill approved programs. Students are encour- other requirements for the major) at Asian Studies Curriculum aged to spend a year in an approved pro- Skidmore from the list of approved cours- gram in China or Japan, and to continue es for the major. JAS 101, 102. LANGUAGE AND CULTURE IN their language studies throughout the major. 2. Foundation. One course in each of the two INDIA 4, 4 Introduction to the Hindi language as a social artifact 2. Foundation. One course in each of two of following categories: through study of basic grammar, composition, conver- the following categories, focusing on China sation, and readings. After a three-week period of tra- or Japan: a) one introduction to art and society ditional intensive classroom study, students will sup- (AH200, 211, GO240, MU309, LS2 127, plement continuing classroom study with homestays, a) one historical survey (FL258, 259, 267, 153, MP281); field trips, and the use of Hindi in everyday life and travel. Offered each fall in India. HI142, 241, 247, LS2 113); b) one introduction to religion or philosophy b) one introduction to art or music (AH204, (RE213, 220, PH215). JAS 201. HISTORICAL, CULTURAL, AND 210, AS205, FL257, LS2 164, 165, SOCIAL BACKGROUND OF INDIAN MU321); DEVELOPMENT 3 An overview of the historical development of contem- c) one introduction to religion or philosophy porary India with emphasis on the interaction of the (RE214, PH215). diverse strands that have formed modern India. In addition to the study of the literature of various periods, the course will draw on the historical and cultural resources of Jaipur and other sites in India. Offered each fall in India.

*Recommended for both concentrations: Completion of all-college requirements and disciplinary prerequisites for advanced courses by the end of the sophomore year. 69 JAS 202. CONTEMPORARY ISSUES IN INDIAN JAS 376. DIRECTED FIELD STUDY IN INDIA 3 SOCIAL AND CULTURAL An independent research project designed by the stu- Biology DEVELOPMENT 3 dent to be executed in India with guidance from one Introduction to contemporary Indian society, econom- or more Indian advisors. The project must be Chair of the Department of Biology: Corey R. ics, and politics by examining such issues as the designed before leaving for India in consultation with Freeman-Gallant relationship between rural and urban life, the role of appropriate Skidmore advisors, and the project caste, the status of women, the changing character of design must be approved by the resident faculty advi- Professors: Roy S. Meyers, David Domozych, the family, the role of science and technology, and sor in India. Offered each fall in India. Bernard Possidente the legacy of Gandhian thought and practice. Offered each fall in India. AH 105 Survey of Asian Art: South and Southeast Associate Professors: Monica Raveret Richter, Asian and Himalayan Corey R. Freeman-Gallant JAS 251. TOPICS IN INDIA 1-4 AH 106 Survey of Asian Art: East Asia An examination at the introductory or intermediate AH 200 Hindu Art level of a selected topic pertinent to the issues of AH 204 Japanese Art Assistant Professors: Pantelis Fidopiastis, Indian culture and society. Specific topics to vary by AH 209 Islamic Art Patricia Hilleren, Joshua Ness instructor and semester. AH 210 Chinese Painting AH 211 Tibetan Art Visiting Assistant Professor: Eric Rutledge JAS 351. ADVANCED TOPICS IN INDIA 1-4 AH 311 Buddhist Art of East Asia An examination at the advanced level of a selected AH 312 Ancient Chinese Art Senior Teaching Associates: Catherine topic pertinent to the issues of Indian culture and AH 351 Indian Painting Domozych, Sue S. Van Hook society. Specific topics to vary by instructor and AH 375G Seminar in Art History: semester. “Icons of Islamic Architecture” AN 268 People and the Environment in China Teaching Associate: Denise Brooks McQuade AS 371, 372. INDEPENDENT STUDY 3,3 DA 212, 213 Non-Western Dance Forms I Individual study under the direction of Asian studies A.Bharata Natyam I The Department of Biology offers instruction in faculty. B.Kathak many diverse areas of modern biology. In con- E.T’ai Chi sultation with a faculty advisor, students design AS 375. ASIAN STUDIES SEMINAR 1 DA 230 Introduction to Dance History, Literature, programs of study to meet individual interests A seminar required of all Asian studies majors in the and Repertory and goals. The biology major offers three DA 303, 304 Non-Western Dance Forms II spring semester of their senior year. The course will intradepartmental concentrations: (1) integra- involve discussion of the theoretical underpinnings of A.Bharata Natyam II EN 231 Non-Western Literature: Classical World tive biology, (2) molecular biology and genet- Asian studies, reflection on methods, and exchange ics, and (3) ecology, evolution, and behavior. of perspectives across disciplinary and regional con- EN 232 Non-Western Literature: Modern World centration. Specific topics and readings will vary from FC 101, 102, 203, 206, 220, 271, 272, 363, 371, 372 The major leads to a bachelor of arts degree. year to year. Asian Studies Program Director. Chinese Language FC 208 Advanced Chinese Conversation and Students who major in biology and plan to Composition attend professional schools (medical, dental, FJ 101, 102, 203, 206, 207, 220, 271, 272, 363, 371, veterinary, and others) are encouraged to take 372 Japanese Language FL 243 The World of Japanese Animation two semesters of organic chemistry (CH221 FL 257 Modern Chinese Literature in Translation and 222) and two semesters of calculus-based FL 258, 259 Chinese Civilization physics (PY207 and 208). See Health FL 267 Modern Japanese Culture and Society Professions. FL 270 Holding Up Half the Sky FX 171, 172, 271, 272 Self-Instructed Hindi THE BIOLOGY MAJOR: Students who major GO 239 Nationalism and Politics in the Middle in biology must meet the College requirements East for the degree, complete the general biology GO 240 Political Modernization: The Case of India GO 344 Comparative Politics and Culture: India requirements, and complete the requirements and Japan for one of the intradepartmental concentra- HI 241 Introduction to Imperial China tions. Each concentration requires fourteen HI 242 Introduction to Modern China courses. HI 247 The Rise of Japan HI 343 The Chinese Revolution General requirements for all biology majors HI 347 Japan: Samurai, Weavers, Writers, and or concentrations Prostitutes HI 362A Topics in History: Non-Western, “Chinese History” 1. Core courses: BI105 and 106. BI105 intro- HI 362B Topics in History: Non-Western, duces the biological sciences by focusing on “Japanese History” those structures and processes shared by HI 375G Colloquia in History: “Chinese History” all of life. The course explores evolutionary HI 375H Colloquia in History: “Japanese History” theory, cell structure and function, molecular LS2 113 Change in Early China genetics, biochemistry, and population ecol- LS2 153 The Politics of Reading Non-Western ogy. BI106 extends this exploration to con- Literature: The Example of India sider how the diversity of life is manifest in LS2 164 Factual and Fictional: History and the Novel in China the reproduction, development, physiology, LS2 165 Modern China and Japan in Narrative and and functional morphology of multicellular Film organisms. These two courses constitute a MP 281 Private Musical Instruction: Sitar and core curriculum for the major, and should be Tabla completed by the end of the first year. BI105 MU 309 Music in South Asia is taken in the fall semester, followed by MU 321 Music in East Asia BI106 in the spring. PH 215 Buddhist Philosophy PR 325 Japanese Religious Philosophies PR 326 Tibetan Buddhism 2. Chemistry courses: CH105 and 106 (usually RE 213 Religious Traditions of India taken in the first year), CH221 (usually RE 214 Religions of China and Japan taken in the sophomore year) RE 220 Encountering the Goddess in India

70 3. Mathematics course: MA111 (usually taken THE BIOLOGY MINOR: Students who want to BI 120. THE HUMAN ORGANISM 4 in the first year) minor in biology must take a total of six cours- An introduction to the study of life processes, focused es from among those offered in the depart- on our species. This course will help the student 4. Capstone course: BI374 (taken in the senior ment. These must include BI105 and 106, two acquire an understanding of basic biological principles, using humans as illustrative material. Topics will year) 200-level courses in biology, and two 300-level include genetics, reproduction, and physiology of courses in biology. CH103 or CH105 is also humans. Three hours of lecture, two hours of lab per Concentration Requirements required. Note: BI375 cannot substitute for one week. (Fulfills natural sciences requirement.) of the 300-level courses in biology. The Department Integrative Biology EXPLORATION COURSES BI 135. ENVIRONMENTAL SCIENCE 4 1. The general requirements Environmental science is an interdisciplinary study of The following courses are designed for stu- the interaction between humans and the environment 2. Seven additional courses at the 200 or 300 dents who wish to fulfill the College natural sci- chiefly in relation to ecology, resources, and population. The course will show how humans are a force level. At least two courses must be at the ences requirement with the study of biology. now posing a serious threat to the long-term sustain- 200 level; at least four courses must be at These courses are generally not counted ability of natural life-support systems. Three hours of the 300 level. BI375 or 371 can substitute toward the biology or any biology-combined lecture, two hours of lab per week. (Fulfills natural for one of these courses at the 300 level. major. Students who wish to major or minor in sciences requirement.) The Department Students may take additional BI375 or 371 biology after completing one or two exploration courses as electives, but they do not substi- courses should consult the department chair BI 140. MARINE BIOLOGY 4 tute for 300-level biology courses. concerning the appropriate choice of courses; An examination of the intricate and delicate nature of some exploration courses may be substituted plant, animal, fungal and microbial life beneath Molecular Biology and Genetics for requirements in the major or minor at the Earth’s oceans and on its shorelines. Lecture topics include ocean chemistry and biochemistry, physiology discretion of the department. of marine organisms, evolution and diversity of the 1. The general requirements marine world, marine ecosystems and human-ocean NS 101. NEUROSCIENCE: MIND AND interactions. The lab will include experimental manip- 2. Foundation courses: BI242 (Molecular Cell BEHAVIOR 4 ulations of marine plants and animals, survey of vari- Biology) and BI245 (Genetics) An interdisciplinary examination of the neurobiologi- ous life forms, culture techniques, ecological sam- cal bases of behavior and mental processing. Topics pling and mariculture. Three hours of lecture, two include the structure and functioning of the nervous 3. Supportive courses: four courses selected hours of lab per week. Lab fee $60. (Fulfills natural system, brain-behavior relationships, and hormonal sciences requirement.) D. Domozych from BI323, 337, 342, 348, 349, 351M, and genetic effects on behavior and mental process- 352M, 353M, 360, 361, 362, 363, 370; ing. Laboratories develop students’ understanding of BI 145. UNDERSTANDING BIOTECHNOLOGY: CH340, 341, 342 functional neuroanatomy, neural transmission, and RECOMBINANT DNA AND ETHICAL human psychophysiology. (Fulfills natural sciences ISSUES 4 4. CH222 requirement). Biology and/or Psychology Faculty An investigation of the structure, function, and manipulation of DNA. Recent advances in decoding the Ecology, Evolution, and Behavior BI 110. BIOLOGY OF THE MIND 4 genome of any organism and in recombining the An introductory level examination of the basic neuro- DNA into functional units within the cell have impor- biology of the human brain and nervous system. A 1. The general requirements tant ethical, economic, environmental, political, and sufficient depth of biological perspective is developed social implications, which will have major impacts on to allow the student to consider the neurobiological society, health care, insurance, environmental regula- 2. Foundation courses: BI241 (Ecology) and underpinnings of a wide variety of brain related topics tions, business, and the economy. This course will either BI316 (Animal Behavior) or 324 including pathology (select mental and nervous sys- explore the science and technology of manipulating (Evolution) tem diseases), socially significant issues (drugs, alco- DNA and the potential social, ethical, and environ- hol), higher function (language, sleep, memory, con- mental consequences. Three hours of lecture, two 3. Supportive courses: three courses selected sciousness), and philosophical issues (mind-body hours of lab per week. (Fulfills natural sciences from BI302, 307, 325, 327, 338, 344, 349, problem, artificial intelligence, ethical issues). Three requirement.) The Department hours of lecture, two hours of lab per week. (Fulfills 351E, 352E, 353E, and 370. BI316 or 324 natural sciences and QR2 requirements.) R. Meyers may count as a supportive course, if not BI 155. EVOLUTIONARY BIOLOGY 4 already taken as a foundation course. An introduction to evolution as the central organizing BI 115H. ECOLOGY OF FOOD 4 principle of the biological sciences. This writing-inten- The study of fundamental concepts in ecology from a sive course explores the mechanisms of evolutionary 4. One other biology course at the 200 or 300 who-eats-whom perspective. Topics include the change and introduces the academic and applied level behavior and ecology of herbivores, predators, para- issues that challenge modern evolutionary theory. sites, and mutualists, interactions among competitors Topics include: human origins, Darwinian medicine, 5. MS104 or PS217 or EC237 in quest of food, trophic connections, and analyses of adaptation, and sexual selection. Three hours of lec- communities and landscapes managed for agricultur- ture and two hours of lab per week. (Fulfills exposito- al and aquacultural production. Quantitative field INTERDEPARTMENTAL MAJORS: In conjunc- ry writing requirement and natural sciences require- investigations of herbivory in Skidmore’s North ments.) C. Freeman-Gallant tion with the Philosophy Department, the Woods are complemented by laboratory investiga- Biology Department offers a major in biology- tions of plant physical defenses and secondary BI 160. CONSERVATION BIOLOGY 4 philosophy. chemicals, including the use and function of these The biology of species, communities, and ecosys- secondary chemicals in world cuisine. A similar inves- tems that are perturbed or threatened by human HONORS: Departmental honors are awarded tigative approach is taken to the study of pollination, activities. This course will examine the principles and to a senior major who has maintained the seed dispersal, and predation. Local food producers tools for preserving biological diversity. Topics to be required College and department averages contribute to the study of agroecology. Ecological covered include principles of ecology, geographic dis- impacts of various agricultural and aquacultural prac- and has completed a research project in tribution, animal and plant classification, and popula- tices and the implications and potential ecological tion dynamics. Three hours of lecture, two hours of BI375. Other factors, such as academic impacts of genetically modified foods are explored. integrity, will bear on the decision to award lab per week; one all-day field trip. (Fulfills natural Prerequisite: QR1. Three hours of lecture, three sciences requirement.) The Department honors. hours of lab per week. One Saturday field trip. M. Raveret Richter

71 BI 165. MICROBES IN FOOD PRODUCTION, BI 240. ENVIRONMENTAL BIOLOGY 4 BI 246. MICROBIOLOGY: DIVERSITY, SPOILAGE AND FOOD-BORNE An examination of the physical and biotic features of DISEASE, AND THE ENVIRONMENT 4 DISEASE 4 the earth, the role of humans in affecting the planet’s A comprehensive introduction to the biology of three An introduction to basic microbiology that uses as a ecology, and the ways ecological systems affect major groups of microbes: bacteria, protists, and model the role of microbes in food preparation, humans. This course provides the fundamental con- viruses. Microbial diversity will be explored in the spoilage, and food-borne diseases. In addition to cepts of environmental biology, along with specific context of the structure, physiology, metabolism, and preparing foods such as kim chee and cheese using examples from the natural world and human modifi- molecular genetics of various microbial taxa. We will microbes, we will also use basic techniques for bac- cation. Topics include the basics of the physical discuss microbial diseases, non-specific and specific teriological sampling of foods. The goals of this nature of the earth; physiological ecology, including human immune responses, and general strategies course are to learn basic techniques in microbiology the biochemistry and metabolism of life forms and used by microbes to overcome these defenses. The and important concepts in microbial ecology, psysiol- nutrient cycles; biodiversity; interspecific relation- final section of the course will explore key concepts ogy, and biochemistry using an environment that we ships; population and community dynamics; ecosys- in microbial ecology. Emphasis will be placed on the can all relate tofood. (Fulfills natural sciences require- tem structure; pollution and environmental toxicology; central role of bacteria in geochemical cycles and ment.) P. Fidopiastis resource management; and restoration design. symbiotic associations with plants and animals. In the Laboratory consists of field trips, ecological sampling laboratory, students will isolate bacteria from a variety BI 170. HUMAN GENETICS 4 techniques, ecological survey of local habitats, phy- of environments (wounds, soil, etc.) and apply stan- An introduction to the principles of genetics and their toremediation, pollution simulation, and examination dard techniques used in clinical and environmental application to human biology. Topics include the his- of biodiversity. Does not count toward the major. microbiology labs to study their physiology and tory of genetics, the structure, function and inheri- Prerequisites: ES105. J. Ness metabolism. Prerequisites: BI106. P. Fidopiastis tance of genes, medical genetics, and genetic engineering. Three hours of lecture, two hours of lab per BI 241. ECOLOGY 4 BI 275. INTRODUCTION TO BIOLOGICAL week. (Fulfills natural sciences and QR2 require- A field, laboratory, and lecture course in which inter- RESEARCH 1 ments.) B. Possidente actions among organisms and between organisms An introductory exploration of research in the biologi- and their environment are explored. Students will cal sciences. Students plan, design, and implement a BI 180. ECONOMIC BOTANY 4 observe ecological patterns and evaluate evidence small research project from the laboratory or field in An introduction to the concepts of plant and fungal and arguments for why those patterns exist. coordination with a faculty member. This experience biology with special emphasis on how they are uti- Prerequisites: BI106 or ES105 and BI240. will allow students at various stages of their careers lized by humans. Lectures will focus on the structure M. Raveret-Richter to sample research methodologies in particular sub- and role of plant and fungal systems, their evolution disciplines of biology. Students may only take four and importance in human-based applications such as BI 242. INTRODUCTION TO MOLECULAR BI275 courses in their careers and no more than two agriculture, medicine, and horticulture. Labs will CELL BIOLOGY 4 in any given semester. If more than one is taken in include field trips to sites of botanical and mycological A foundation course in cell biology that emphasizes one semester, each BI275 must be in a different sec- interest, hands-on horticultural exercises, and a sur- the molecular nature of cell genesis, structure, function. Prerequisites: Completion of one 100-level vey of the plant-fungal kingdoms. Three hours of lection, and communication. In this course, we will course in biology or requirements set forth in individ- ture and two hours of lab per week. (Fulfills natural explore 1) the multifaceted approaches used to study ual sections plus permission of instructor. sciences requirement.) D. Domozych cell structure and function; 2) the molecular details of fundamental cellular processes including the control NS 277. INTEGRATIVE SEMINAR IN NEURO of cell cycle, and the mechanism of chromosome SCIENCE RESEARCH 1 COURSES FOR THE MAJOR/JOINT MAJORS segregation and cell division; 3) the pathway of A study of selected areas of neuroscience research eukaryotic gene expression; 4) cell signaling cas- and techniques. Both primary source articles and BI 105. BIOLOGICAL SCIENCES I: UNITY AND cades; and 5) cell identity and specialization in the first-person accounts by faculty in the Biology and DIVERSITY OF LIFE 4 social context of a multicellular organism. In the labo- Psychology Departments are used to introduce the An introduction to the structures and processes com- ratory portion of the class, we will learn and imple- theoretical and practical aspects of neuroscience mon to all of life. The course explores topics in ment key research methodologies and computer research. Emphasis will be placed on understanding molecular biology, biochemistry, cell structure and based information technology as we address prob- the multiple levels (e.g., molecular to behavioral) at function, transmission genetics, evolutionary theory, lems in cell biology. Prerequisites: BI106 and CH105. which research topics in neuroscience can be and population ecology. The laboratory portion of the P. Hilleren addressed and also the ways in which research tech- course is inquiry-based and will introduce students to niques define the types of questions that can be the methods and theory of modern biology. Three BI 243. PLANT BIOLOGY 4 asked at a given level of analysis. Prerequisites: This hours of lecture, three hours of laboratory per week. A comprehensive study of plants, other photosynthet- course should be taken upon completion of NS101 (Fulfills natural sciences requirement.) ic eukaryotes, and fungi. Lecture topics include bio- and the completion of (or current enrollment in) at C. Freeman-Gallant and P. Hilleren chemistry, phytochemistry and phytopharmaceutical least one other core or elective course from the list of applications, cell and molecular biology, evolutionary courses in the Neuroscience major. Must be taken S/U. Biology and/or Psychology Faculty BI 106. BIOLOGICAL SCIENCES II: DIVERSITY biology, developmental biology and life cycles, pri- OF LIFE 4 mary and secondary physiology, and ecology/bio- A comprehensive introduction to the diversity of life geography. The laboratory consists of experimental BI 299. PROFESSIONAL INTERNSHIP IN forms and life functions. The course explores topics and observational exercises and includes a full-day, BIOLOGY 3 in organismal biology with special emphasis on ani- Saturday field trip. Prerequisite: BI106 Internship opportunity for students whose curricular mals and plants, reproductive biology, physiology and D. Domozych foundations and experience have prepared them for developmental biology. Prerequisite: BI105. (Fulfills professional work related to the major field. With fac- natural sciences requirement.) BI 244. COMPARATIVE VERTEBRATE ulty sponsorship and department approval, students D. Domozych and E. Rutledge PHYSIOLOGY 4 may extend their educational experience into such The function and structure of major systems of verte- areas as laboratory or field research, or clinical medi- brates considered principally from the perspective of cine. Does not count toward the major. Offered their ability to meet environmental demands. Satisfactory/Unsatisfactory only. Prerequisite: comple- Prerequisites: BI106 and CH105 or BI105 and tion of at least one related 200-level course (as deter- NS101. R. Meyers mined by the department).

BI 245. PRINCIPLES OF GENETICS 4 BI 302. BEHAVIORAL ECOLOGY 3 A study of biological patterns of heredity explained by An examination of the relationship between ecologi- genes, their structure, function, and transmission cal factors and animal behavior, particularly social from cell to cell and parent to offspring, and the behavior. Students will analyze comparative studies expression of genetic information. Topics include an of behavior, employ and critique economic models of in-depth study of mitosis, meiosis, Mendelian genet- behavior and models of evolutionarily stable strate- ics and extension of Mendelian genetics, to complex gies, and explore relationships among resource distri- traits and their analysis in individuals and popula- bution, kinship, breeding systems, and social evolu- tions. Prerequisites: BI106 or permission of instructor. tion. Prerequisites: BI106 or ES105 and any two 200- B. Possidente level biology courses. M. Raveret Richter

72 BI 305. CARDIOVASCULAR PHYSIOLOGY 4 BI 325. TROPICAL ECOLOGY 3 BI 344. BIOLOGICAL CLOCKS 4 A consideration of cardiovascular physiology, includ- An introduction to the ecology of tropical regions, with Organisms in all the major taxonomic groups have ing cellular physiology of the heart, mammalian car- an emphasis on Central and South American forests. internalized geophysical and other periodicities in the diovascular dynamics, aspects of comparative and In this course, we will take an ecological approach to form of endogenous biological mechanism that func- developmental cardiac physiology, and human clinical investigating the patterns, processes, and organisms tion as clocks. Theoretical, molecular, cellular, physio- cardiology. Three hours of lecture, three hours of lab- characterizing tropical ecosystems. We will study the logical, behavioral, ecological, and biomedical oratory per week. Prerequisites: BI106 and two 200- forces that gave rise to tropical biodiversity, and dis- aspects of biological clocks will be examined, with an level biology courses or permission of instructor. cuss both the preservation and destruction of tropical emphasis on circadian clocks. Three hours of lecture, Offered in alternate years. R. Meyers ecosystems. Prerequisites: Either BI106 or ES105, three hours of lab per week. Prerequisite: BI106 and and any two 200-level biology courses. any two 200-level biology courses or permission of BI 306. MAMMALIAN PHYSIOLOGY 4 M. Raveret Richter instructor; for neuroscience students: NS101, BI105, A study of selected topics in mammalian physiology, and BI244. B. Possidente including respiratory, renal, and neural physiology. TX 301. TROPICAL FIELD ECOLOGY 2 Prerequisites: BI106 and BI244 or permission of This travel seminar and its companion lecture course, BI 348. IMMUNOBIOLOGY 3 instructor; for neuroscience students: NS101, BI105, Tropical Ecology (BI325), comprise a classroom- and A study of the ways in which the immune system rec- and BI244. Three hours of lecture, three hours of lab- field-based introduction to the ecology of tropical ognizes and responds to cells or molecules that are oratory per week. Offered in alternate years. regions, with an emphasis on Central and South non-self. The course will explore the basic biological R. Meyers American forests. Students, who must be concurrent- processes that underlie the function of the immune ly enrolled in BI325, will meet in a discussion section system in health and disease. Prerequisites: BI106, BI 307. ORNITHOLOGY 4 throughout the semester, and will travel to the tropical BI242, and one other 200-level biology course. Birds as model organisms for an integrative study of cloud forest community of Monteverde, Costa Rica, The Department biology. This course explores avian form and func- during spring break. TX301 does not count toward tion; the ecology, evolution, and behavior of birds; the biology major as a 300-level elective course, nor BI 349. NEUROENDOCRINOLOGY 4 and avian conservation. Prerequisites: either BI106 or does it count as a supportive course for ecology, evo- Hormones act throughout the body to coordinate ES105, and any two 200-level biology courses. Three lution, and behavior concentrators; BI325 does fulfill basic biological functions such as development, hours of lecture, three hours of fieldwork or lab a these requirements. Prerequisites: Either BI106 or reproduction, and metabolism. This course will inves- week. One Saturday field trip. C. Freeman-Gallant ES105, and any two 200-level biology courses. tigate how hormones work in the brain to regulate Offered in alternate years. physiology and behavior. We will study the molecular BI 311. BIOLOGICAL ELECTRON M. Raveret Richter and Biology Faculty bases of neuroendocrine regulation, with a focus on MICROSCOPY 4 how the hypothalmic-pituitary-gonadal axis functions Practical and theoretical study of the operation and BI 327. CONSERVATION ECOLOGY 3 to regulate reproduction, homeostasis, metabolism, application of electron microscopes and the prepara- Focuses upon developing an understanding of the and stress. Laboratory sessions will explore various tion of samples for electron microscopy. Topics diversity of life, in an ecological and evolutionary con- approaches to neuroendocrine research, including include chemical fixation, cryofixation, cytochemistry, text, and applying that understanding to critical analy- detection of hormone receptors in the brain and immunolabeling, ultramicrotomy, transmission elec- ses of issues and problems in conservation biology. assessment of biological functions through bioas- tron microscopy, scanning electron microscopy, and Prerequisites: either BI106 or ES105, and any two says. Prerequisites: BI106, BI242 or BI244 (both rec- electron microscopic photography. Prerequisite: 200-level biology courses. M. Raveret Richter ommended), and one other 200-level biology course; BI106 and BI243 or BI244 or permission of instructor. for neuroscience students: NS101, BI105, and BI244. Two hours of lecture and four hours of lab a week BI 337. PLANT PHYSIOLOGY 4 The Department D. Domozych The behavior, growth, transport processes, and environmental response of plants. Topics include mem- BI 351. TOPICS IN BIOLOGY 3 or 4 BI 316. ANIMAL BEHAVIOR 4 brane dynamics and function, plant cell development This course gives students an opportunity to study Behavior is a product of evolution and a means of and polarity, solute and water transport, mineral and topics that are not offered on a regular basis. The animal adaptation. This course considers the mecha- vitamin nutrition, respiration photosynthesis, hormone specific topics will vary each time the course is nisms, proximate causes, and ultimate origins of action, photoperiodism, taxes and stress biology. Two taught. All courses fulfill the 300-level requirements behavior. Prerequisite: BI106 or ES105, and any two lectures, four hours of lab a week. Prerequisites: for the biology major. Three-credit courses are taught 200-level biology courses; for neuroscience students: BI106 and BI243. D. Domozych without laboratories; four-credit course include a NS101, BI105, and BI244. Three lectures, three weekly three-hour lab. May be repeated for credit. hours of lab or fieldwork a week. One Saturday field BI 338. PLANT BIOTECHNOLOGY 4 Prerequisite: permission of department. trip. M. Raveret Richter A modern analysis of humankind’s use of plants and fungi and their derived products. Major subjects cov- BI351A fulfills the 300-level elective course require- BI 323. DEVELOPMENTAL BIOLOGY 4 ered include ethnobotany, plant genetic engineering, ment of the ecology, evolution, and behavior concen- The study of the progressive, sequential changes that plant biochemistry, techniques of plant production, tration. occur within cells, tissues, and organisms over time. agricultural practices, horticulture, and medicinal The study of development encompasses molecular, botany/mycology. Three hours of lecture, three hours BI351E fulfills the 300-level supportive course or biochemical, cellular, morphological, and physiologi- of lab a week. Prerequisite: BI106 and BI243 or per- elective course requirement of the ecology, evolution, cal organizational levels. Course topics range from mission of instructor. D. Domozych and behavior concentration. gametogenesis and embryonic development to molecular mechanisms of gene regulation. BI 342. FRONTIERS IN MOLECULAR BI351M fulfills the 300-level supportive course Prerequisites: BI106 and any two 200-level biology NEUROSCIENCE 3 requirement of the molecular and cell biology concen- courses; for neuroscience students: NS101, BI105, This course will explore “hot topics” in Neuroscience. tration or the 300-level elective course requirement of and BI244. Three lectures, three hours of lab a week. We will discuss how novel approaches in cell culture, the ecology, evolution, and behavior concentration. The Department animal, and human studies are being used in current molecular neuroscience research. In addition to BI 324. EVOLUTION 4 attending lectures, students will review current litera- A survey of topics in evolutionary theory: the evi- ture from top journals, give group presentations in dence for evolution, mechanism of evolutionary class, and write a paper. This course will be divided change, species concepts, and speciation. into two sections: 1) topics in neurogenesis (neuron Introduction to the concepts of variability, adaptation, birth in the adult brain) and 2) topics in neurodegen- neutrality, and phylogeny through discussion and lab eration (mechanisms of cell death in disorders such work. Prerequisites: either BI106 or ES105, and any as Alzheimer’s and Parkinson’s Disease). Students two 200-level biology courses. Three hours of lecture, will develop skills in critically reading research papers three hours of lab a week. C. Freeman-Gallant and giving presentations. Prerequisites: BI106, 242, and one 200-level biology course; for neuroscience students: NS101, BI105, and BI244. The Department

73 BI 352, 353. TOPICS IN ADVANCED BI 370. COMPUTER MODELING OF GENETICS 3, 4 BIOLOGICAL SYSTEMS 4 Chemistry An opportunity to study advanced topics in genetics An introductory course in the methods, procedures, that are not offered on a regular basis. The specific uses, and implications of digital computer modeling of Chair of the Department of Chemistry: topic may vary each time the course is taught. All biological processes, from the molecular through the Vasantha Narasimhan courses fulfill the 300-level requirements for the inte- population level or organization, with particular focus grative biology concentration. Three-credit courses on the systems level. Three hours of lecture, three Professors: Raymond J. Giguere, Vasantha are taught without lab; four-credit courses include a hours of laboratory per week. Prerequisite: BI106 or Narasimhan, Judith A. Halstead weekly three-hour lab. Different topics may be repeat- ES105 or permission of instructor. R. Meyers ed for credit. Prerequisites: BI106 and either BI242 or Associate Professors: Steven T. Frey 245, or permission of instructor. The Department BI 371. INDEPENDENT STUDY 3 An opportunity for students to pursue in depth specialized topics not available through regular course Assistant Professors: Michelle Frey, Shannon BI352E and BI353E fulfill the 300-level supportive or offerings. This is offered without a laboratory/field Stitzel elective course requirement for the ecology, evolu- component. Prerequisite: agreement of a faculty tion, and behavior concentration. member to serve as tutor, a topic acceptable both to Senior Teaching Associate: Janis S. Ritorto student and tutor, and permission of the department. Biology majors may take either BI371 or 375 only Chemistry is often characterized as “the cen- BI352M and BI353M fulfill the 300-level supportive once to substitute for a 300-level biology course tral science” because of its interaction with course requirement for the molecular biology and requirement. The Department physics and mathematics on one hand, and genetics concentration. with biology, medicine, environmental sci- BI 374. SENIOR SEMINAR 3 ences, and business and commerce on the BI 360. GENE EXPRESSION I: DNA An integration of curricular experiences in the biology METABOLISM 3 major, with critical analysis of the current biological lit- other. Modern chemistry is a vast field with An examination of eukaryotic chromatin structure, erature and creative experimental design. Working potential for numerous professional applica- maintenance, and function. We will explore the struc- collaboratively, students will study the primary litera- tions. Training in chemistry is required for a tural and molecular composition of chromatin, how ture on a specific biological topic, frame questions, wide variety of positions in academia, industry, this macromolecule is assembled, how it is faithfully formulate hypotheses, and propose research plans to and health care, ranging from research and maintained, and how its molecular architecture con- address complex problems. Students will communi- development to management and administra- trols gene expression. Integral to this course will be cate their findings in writing and in oral presentations. tion. The undergraduate preparation in chem- The Department the study of the various modes of inquiry and istry at Skidmore College provides students research tools utilized by scientists to investigate these questions. In addition, we will examine how BI 375. RESEARCH IN BIOLOGY 4 with a broad framework upon which they can defects in many of these processes contribute to An opportunity for students to engage in laboratory or build further toward graduate studies and spe- human disease. Prerequisites: BI106 and 242 and field research under the guidance of a faculty mem- cific career goals. CH221; BI245 suggested. P. Hilleren ber. The emphasis is on the development of analytical and technical expertise in biological research. The department offers both a major and a BI 361. BIOLOGY OF VIRUSES 3 Students present their results in the form of a written minor in chemistry, and a major in chemistry An exploration of the structure, genetics, and patho- thesis and an oral presentation. Prerequisite: agree- with a biochemistry concentration. The require- genesis of all types of viruses, from bacterial to mam- ment by a faculty member to serve as a tutor, comments are listed below. The department also pletion of 200-level course requirements, and permis- malian. Rather than taking an encyclopedic offers an interdisciplinary biology-chemistry approach, the course begins as an overview of com- sion of the department. Biology majors may take mon themes in the life cycles of all viruses. Building either BI371 or 375 only once to substitute for a 300- major in collaboration with the Biology upon this foundation, the course will then draw large- level biology requirement; however, with departmen- Department. ly from recent published research to explore features tal approval, BI375 may be repeated once for credit of the life cycle and pathogenesis of specific viruses. toward all-College requirements. The Department THE CHEMISTRY MAJOR: Students majoring Prerequisites: BI106 and 242 or 246. P. Fidopiastis in chemistry are required to: BI 399. PROFESSIONAL INTERNSHIP IN BI 362. BACTERIAL PATHOGENESIS: A BIOLOGY 3 or 6 1. Fulfill the general College requirements. MOLECULAR APPROACH 3 Professional experience at an advanced level for juniors and seniors with substantial academic experi- An exploration of the latest techniques used to study 2. Complete the following: bacteria-host interactions at the molecular level. The ence in the major field. With faculty sponsorship and course delves into common obstacles that disease- department approval, students may extend their edu- causing bacteria must overcome in order to colonize cational experience into such areas as laboratory or a) a core curriculum consisting of CH105 or a human host and the general strategies bacteria field research, or clinical medicine. Does not count 105H, 106 or 106H, 221, 222, 303, 314, have evolved to overcome these obstacles. toward the major. Offered satisfactory/unsatisfactory 332, 333, 377, 378; and one 300-level Comparisons will be made to symbiotic bacteria-host only. Prerequisite: completion of at least one related elective interactions and questions such as “How did patho- 300-level course (as determined by the department). genic bacteria evolve?” will be addressed. Grounded b) Capstone research in chemistry (CH371 in current published research, the class will also or 372) explore, at the molecular level, mechanisms used by OLD CURRICULUM COURSES: c) MA111, 113, or MA108, 109, and 113 specific pathogens to colonize and damage host tis- 2005–06, 2006–07 ONLY (students should consult the Department sue. Prerequisites: BI106 and 246, 245 recommended. P. Fidopiastis of Mathematics and Computer Science to BI 377, 378. SENIOR SEMINAR IN determine their placement in MA111 or BIOLOGY 1, 1 MA108, 109 sequence) BI 363. GENE EXPRESSION II: mRNA A seminar course designed to teach research skills in METABOLISM 3 the biological sciences. The course includes presen- d) PY207, 208 An investigation into our current mechanistic under- tations by students and guest speakers, and instruc- standing of the central features of eukaryotic gene tion and practice in the use of library resources, expression, including the synthesis, processing, research design and execution, and writing of scien- export, translation, and turnover of mRNA and the tific papers. Offered on a satisfactory/unsatisfactory biological machines that carry out these fundamental basis only. The Department processes. In addition, we will examine how defects in these processes contribute to human disease. Prerequisites: BI106, BI242 and CH221; BI360 strongly recommended; BI245 suggested. P. Hilleren

74 THE CHEMISTRY MAJOR WITH BIOCHEM- CH 105H. CHEMICAL PRINCIPLES 4 CH 112. ENVIRONMENTAL CHEMISTRY ISTRY CONCENTRATION: Students choosing First of a two-course sequence that offers highly WITH LAB 4 the biochemistry concentration within the motivated students with strong backgrounds in chem- A study of fundamental chemical principles as they chemistry major are required to: istry the opportunity to study fundamental principles relate to environmental issues such as air pollution, of chemistry in greater depth and breadth than in acid rain, global warming, destruction of the ozone CH105. Students interested in taking this course layer, the production and consumption of energy, and 1. Fulfill the general College requirements. should register for CH105. All student enrolled in water pollution. A basic understanding of chemical CH105 will take a readiness exam on the first day of principles and practices is necessary to fully appreci- 2. Complete the following: classes to assist the department in advising them for ate the scope and complexity of current global envi- which course, CH105 or CH105H, they are best pre- ronmental issues. Specific examples of international a) a core curriculum consisting of CH105 or pared. Following the exam, students eligible to enroll environmental problems are presented as case stud- 105H, 106 or 106H, 221, 222, 330 or in CH105H will be given the opportunity to do so. ies to reinforce the course material. Chemical con- 332, 341, 342, 377, 378, and one 300- Topics include those listed under CH105 plus empha- cepts such as atomic structure, bonding, themody- sis on chemical bonding theories. Laboratory experi- namics, nuclear chemistry, and chemical reactivity level elective in chemistry or biology ments serve to illustrate concepts learned in the are introduced as they pertain to particular environ- b) Capstone research in chemistry (CH371 classroom. Prerequisites: two years of high-school mental issues. Laboratory exercises that relate to the or 372) algebra, one year of high-school chemistry or CH103, environmental issues presented in lectures serve to and QR1; successful completion of the readiness reinforce students’ understanding of the underlying c) BI105, BI106, and one from among exam. Three hours of lecture-discussion and one chemical principles. Prerequisite: QR1. (Fulfills QR2 BI242, BI243, BI245, BI246 three-hour lab per week. (Fulfills QR2 and natural sci- and natural sciences requirements.) S. Frey ences requirements). S. Frey, M. Frey, S. Stitzel d) MA111, 113, or MA108, 109, and 113 CH 221. ORGANIC CHEMISTRY I 5 (students should consult the Department CH 106. CHEMICAL PRINCIPLES II 4 The structures, physical properties, reactivity, and of Mathematics and Computer Science to Continuation of CH 105. Students continue to learn reaction mechanisms of aliphatic and aromatic hydro- determine their placement in MA111 or fundamental principles of chemistry that describe the carbons are investigated. The lab introduces the stu- MA108, 109 sequence) properties of solutions, kinetics, equilibria, acids and dent to synthesis, purification, and chemical and e) PY207, 208 bases, electrochemistry, and thermodynamics. spectroscopic methods of characterizing organic Laboratory experiments serve to illustrate concepts compounds. Prerequisite: CH106 or CH106H. Three Students planning to pursue graduate work learned in the classroom. Prerequisites: CH105 or hours of lecture-discussion, and four hours of lab a should also take MA202. American Chemical CH105H. Three hours of lecture-discussion and one week. R. Giguere, J. Ritorto Society certification is available for both of the three-hours lab per week. above courses of study. Interested students S. Frey, M. Frey, S. Stitzel CH 222. ORGANIC CHEMISTRY II 5 should consult the department chair concern- The structure, physical properties, reactivity, and CH 106H. CHEMICAL PRINCIPLES II 4 reaction mechanisms of important organic functional ing any additional requirements. Continuation of CH105H; offers highly motivated stu- groups are investigated. The lab work focuses on dents with strong chemistry backgrounds the contin- structure determination and synthesis projects. INTERDEPARTMENTAL MAJOR: In conjunc- ued opportunity to explore fundamental principles of Prerequisite: CH221. Three hours of lecture-discus- tion with the Biology Department, the depart- chemistry in greater depth and breadth than is possi- sion and four hours of lab a week. ment offers a biology-chemistry major. See ble in CH106. Topics include those listed under R. Giguere, J. Ritorto Interdepartmental Majors. The majors lead to a CH106 and an introduction to the instructor’s area of bachelor of arts degree. expertise. Laboratory experiments serve to illustrate CH 251. TOPICS IN CHEMISTRY 4 concepts learned in the classroom. Prerequisites: Topically organized course based on a subfield of CH105H or CH105 and permission of the instructor. THE CHEMISTRY MINOR: Students minoring chemistry at the intermediate level. The specific topic Three hours of lecture-discussion and one three-hour examined may differ from year to year. In the labora- in chemistry are required to complete the fol- lab per week. S. Frey, M. Frey, S. Stitzel tory section, students will learn basic methods of lowing courses: CH105 or 105H, 106 or 106H, experimentation and instrumental analysis specific to 221, 222, and three 300-level courses, CH 110. CHEMISTRY OF FOODS AND the subfield. 3 hours of lecture-discussion and 3 excluding CH377, 378. At least one of these FLAVORS WITH LAB 4 hours of lab a week. Prerequisite: CH106 or 106H. 300-level courses must have a laboratory A study of the chemical makeup of food and nutri- The Department component. ents, and their biochemical functions. Different food processing techniques and their effects on the chemi- CH 299. PROFESSIONAL INTERNSHIP IN CH 103. FUNDAMENTALS OF CHEMISTRY cal, physical, and biological properties of food will be CHEMISTRY 3 WITH LAB 4 discussed. The chemical basis of flavor, composition Internship opportunity for students whose curricular This course supplements the lectures of Chemistry of some common flavor ingredients, and the role of foundations and cocurricular experience have pre- 101 with a lab experience. Experiments are per- flavor in nutrient assimilation will be explored. Three pared them for professional work related to the major formed which illustrate the concepts presented in the hours of lecture and three hours of lab per week. field. With faculty sponsorship and departmental lecture and problem sessions. May not be used to Prerequisite: QR1. (Fulfills natural sciences require- approval, students may extend their educational satisfy major or minor requirements in chemistry or ment.) V. Narasimhan experience into such areas as chemical research, biology-chemistry. Prerequisite: QR1. (Fulfills QR2 environmental or material science, or chemical engi- and natural sciences requirements.) CH 111. ENVIRONMENTAL CHEMISTRY 3 neering. Prerequisite: complete CH106. A study of fundamental chemical principles as they CH 105. CHEMICAL PRINCIPLES I 4 relate to environmental issues such as air pollution, CH 301. POLYMER CHEMISTRY 3 First of a two-course sequence in which students acid rain, global warming, destruction of the ozone Introduction to all types of polymers with emphasis on learn fundamental principles of chemistry; appropriate layer, the production and consumption of energy, and organic polymers. Mechanisms of polymerization for students who intend to major in the natural sci- water pollution. A basic understanding of chemical reactions, the characterization of products, and the ences. Topics include atomic and molecular structure, principles and practices is necessary to fully appreci- technological application of polymers will be dis- chemical reactions, periodic relationships, mass rela- ate the scope and complexity of current global envi- cussed. Additionally, the student will be introduced tionships, introductory thermodynamics, and proper- ronmental issues. Specific examples of international systematically to the historical and current literature ties of gases. Laboratory experiments serve to illus- environmental problems are presented as case stud- in the field. Prerequisite: CH222. V. Narasimhan trate concepts learned in the classroom. ies to reinforce the course material. Chemical con- Prerequisites: two years of high-school algebra, one cepts such as atomic structure, bonding, themody- year of high-school chemistry or CH103, and QR1. namics, nuclear chemistry, and chemical reactivity Three hours of lecture-discussion and one three-hour are introduced as they pertain to particular environ- lab per week. (Fulfills QR2 and natural sciences mental issues. Prerequisite: QR1. (Fulfills QR2 requirements.) S. Frey, M. Frey, S. Stitzel requirement.) S. Frey

75 CH 303. MODERN ANALYTICAL CHEMISTRY 5 CH 333. PHYSICAL CHEMISTRY II WITH LAB 5 CH 371, 372. CAPSTONE IN CHEMISTRY: This course describes modern analytical chemistry The fundamental principles of kinetic theory, reaction STUDENT-FACULTY COLLA- techniques for the separation, identification, and kinetics, statistical thermodynamics, chemical appli- BORATIVE RESEARCH 3, 3 quantitation of chemical entities with an emphasis on cation of quantum mechanics, bonding, molecular A required course that serves as a culmination of the instrumental methods. Sampling techniques and sta- spectroscopy, and structure. Lab and computer chemistry major. Students work in collaboration with tistical treatment of data are also discussed. based experiments provide an opportunity for quanti- their faculty mentors to learn advanced research Prerequisites: CH221. Three hours of lecture-discus- tative experimental investigation of phenomena such techniques and protocols specific to their respective sion and four hours of lab a week. D. Weis as reaction rates, transport properties, bonding, and fields. Prerequisite: Permission of the department. spectroscopy. Three hours of lecture-discussion, four CH 313. INORGANIC CHEMISTRY 3 hours of lab a week. Prerequisite: CH330 or 332 or CH 375. LITERATURE INVESTIGATION IN A study of the modern theories of atomic structure permission of the department. J. Halstead CHEMISTRY 3 and chemical bonding as they pertain to inorganic Students prepare an in-depth written report on a cur- systems. Topics include symmetry and group theory, CH 340. BIOCHEMISTRY: MACROMOLECULAR rent topic in chemistry or biochemistry. The chemical bonding in ionic, covalent, and metallic substances, STRUCTURE AND FUNCTION 3 literature is investigated by both traditional methods acid-base concepts, and coordination chemistry. A study of the organic, physical, and biological chem- and modern computer-based techniques. Individual Prerequisites: CH330 or 332 or permission of the istry of proteins, carbohydrates, lipids, nucleic acids, and group conferences throughout the semester, as instructor. S. Frey and enzymes. Structure-function relationships are well as oral presentations are required. Prerequisite: explored at the molecular level using structural geom- Permission of the department. CH 314. INORGANIC CHEMISTRY WITH LAB 5 etry and chemical reactivity concepts. Prerequisite: A study of the modern theories of atomic structure CH222. Three hours of lecture-discussion a week. CH 377, 378. SENIOR SEMINAR IN CHEMISTRY and chemical bonding as they pertain to inorganic V. Narasimhan, M. Frey AND BIOCHEMISTRY 1,1 systems. Topics include symmetry and group theory, One-credit seminar courses designed to teach com- bonding in ionic, covalent, and metallic substances, CH 341. BIOCHEMISTRY: MACROMOLECULAR munication skills relating to scientific research. The acid-base concepts, and coordination chemistry. STRUCTURE AND FUNCTION courses include presentations by students, faculty, Prerequisites: CH330 or 332 or permission of the WITH LAB 5 and guest speakers as well as discussion of current instructor. S. Frey A study of the organic, physical, and biological chem- chemical literature. Both courses are required of all istry of proteins, carbohydrates, lipids, nucleic acids, senior chemistry majors. Offered on a CH 323. ADVANCED ORGANIC CHEMISTRY 3 and enzymes. Structure-function relationships are satisfactory/unsatisfactory basis only. Each of these A study of the advanced synthetic methodology and explored at the molecular level using structural geom- courses may be repeated once for credit. mechanistic theory of organic chemistry. Three hours etry and chemical reactivity concepts. The lab of lecture-discussion a week. Prerequisite: CH222. includes modern techniques for the purification, char- CH 399. PROFESSIONAL INTERNSHIP IN R. Giguere acterization, and identification of biomolecules. CHEMISTRY 3 or 6 Prerequisite: CH222. Three hours of lecture-discus- Professional experience at an advanced level for CH 324. ADVANCED ORGANIC CHEMISTRY sion and four hours of lab a week. juniors and seniors with substantial academic and WITH LAB 5 V. Narasimhan, M. Frey cocurricular experience in the major field. With facul- A study of the advanced synthetic methodology and ty sponsorship and department approval, students mechanistic theory of organic chemistry. Students in CH 342. BIOCHEMISTRY: INTERMEDIARY may extend their educational experience into such the lab learn to work on projects in organic synthesis METABOLISM 3 areas as chemical research, environmental or mate- using modern instrumentation techniques. Three Intermediary metabolism, bioenergetics, and the rial science, or chemical engineering. Only three hours of lecture-discussion and 4 hours of lab per nature of enzyme-catalyzed reactions are discussed. semester hours may count toward the major. week. Prerequisite: CH222. R. Giguere Prerequisite: CH340 or 341. Three hours of lecture- Prerequisites: CH303 and one additional 300-level discussion a week. V. Narasimhan, M. Frey course in chemistry. CH 330. PHYSICAL CHEMISTRY I 3 The fundamental principles and concepts of equilibri- CH 351, 352. SPECIAL TOPICS IN um thermodynamics including entropy, energy, tem- CHEMISTRY 3, 3 perature, heat, work, and chemical potential. Advanced topics in chemistry will be offered to either Applications include chemical reactions, phase small groups of students or on an individual basis, changes, environmental science, and biochemical allowing the student to study in depth areas of the systems. Three hours of lecture-discussion per week. science which are not covered in the regular course This nonlab course may be used to satisfy a require- offerings. Prerequisite: CH222 and permission of the ment for the chemistry major with biochemistry con- department. centration but may not be used to satisfy any requirements for the chemistry major. CH330 is the same as CH 353. TOPICS IN ENVIRONMENTAL the lecture-discussion component of CH332. CHEMISTRY 3 Prerequisites: CH106, MA113, PY208. J. Halstead An advanced study of selected global, national, and local topics in environmental chemistry. Possible top- CH 331. PHYSICAL CHEMISTRY II 3 ics include stratospheric ozone cycle, global climate The fundamental principles of kinetic theory, reaction changes, tropospheric smog, acid deposition, nutrient kinetics, statistical thermodynamics, chemical appli- cycling, alkalinity, eutrophication, water treatment, cation of quantum mechanics, bonding, molecular and hazardous wastes. Prerequisite: CH221. Three spectroscopy and structure. Three hours of lecture- hours of lecture-discussion per week. D. Weis discussion a week. Prerequisite: CH330 or 332 or permission of the department. J. Halstead CH 355. PEER-TUTORING IN CHEMISTRY LABORATORY 2 CH 332. PHYSICAL CHEMISTRY I WITH LAB 5 A course designed to introduce students to tech- The fundamental principles and concepts of equilibri- niques of laboratory instruction and management. um thermodynamics including entropy, energy, tem- Students will participate in teaching laboratory ses- perature, heat, work, and chemical potential. sions of first- and second-year chemistry courses and Applications include chemical reactions, phase will receive training in preparation and delivery of pre- changes, environmental science, and biochemical lab lectures, interaction with students in a supervisory systems. Lab experiments provide opportunities for role, safety issues in laboratory management, and quantitative experimental investigation of thermody- assessment of experimental and written works by namic systems, including studies of heat exchange, students. Open to seniors majoring in chemistry or chemical equilibrium, and phase equilibrium. Three chemistry with biochemistry concentration. hours of lecture-discussion and four hours of lab a Prerequisite: Permission of the department. week. Prerequisites: CH222 or 303, MA113, PY208. The Department J. Halstead

76 Classics THE CLASSICS MAJOR: Thirty credit hours, Literature: CC220, 222, 223, 224, 226, 365; including a minimum of GO303; HI201, 202; LS2 180; PH203; and Chair of the Classics Department: Leslie SSP100 The Good Life in Greek Literature and Mechem 1. Reading proficiency of Greek or Latin at the Philosophy 300 level demonstrated by completion of Associate Professor: Michael Arnush two of the following: CL310, 311, or CG310, Art and Archaeology: AH222, 223, 232, 376A; 311. Students may enroll in 310 and 311 AN102, 175; CC220, 365; GE102, 309; HI201, Assistant Professor: Daniel Curley courses more than once with permission. 202; LS2 180

Visiting Assistant Professor: Kendra Eshleman 2. Gateway course: CC200 History: CC226; GO303; HI201, 202, 361F; LS2 180 Lecturer: Leslie Mechem 3. One course from each of the following clusters: Philosophy: CC222, 223, 224, 226; GO303; Affiliated Faculty: HI201; PH203, 210, 303, 327A, 327B; SSP100 a) Literature: CC220, 222, 223, 224 The Good Life in Greek Literature and Art History: Penny Jolly b) History: HI201, 202; CC226 Philosophy c) Art History: AH222, 223; LS2 180 English: Kate Greenspan Majors and minors are encouraged to study 4. CC365 or HI361F the modern languages (French, German, and French: Marc-André Wiesmann Italian) in which there is an abundance of 5. CC290 scholarship available in classics. Government: Timothy Burns Students may count toward the major any LATIN Philosophy: Francisco Gonzalez course listed above plus CC291, GO303; PH203, 327A, 327B; RE330, and CC100 does CL 110. ELEMENTARY LATIN 4 not count toward the major. An introductory course in the essentials of the Latin The mission of the Classics Department is to language with emphasis upon mastery of grammar, help shape the future of our students through syntax, and vocabulary. the study of the past. By using interdisciplinary HONORS: To be considered for honors in clas- methodologies, students examine and expli- sics, a student must, in addition to fulfilling CL 210. INTERMEDIATE LATIN 4 cate the languages, literatures, histories, reli- College requirements for departmental honors, A review of Latin syntax, complemented by reading gions, cultures, art, and artifacts of the peoples receive a grade of at least A- on a research selected works by such authors as Caesar, Cicero, or of the ancient Mediterranean. paper in either CC365 or in an advanced Livy. Prerequisite: CL110, or permission of the chair. Greek or Latin course. Specific requirements Students apply multi- and cross-cultural per- for the paper are established by the depart- CL 310. SEMINAR IN LATIN POETRY 3 spectives to gender, ethnic, and social issues ment. Advanced reading and critical examination in Latin of the works of one of the following Latin poets or in order to gain insight into the cultures of the dramatists: Catullus, Horace, Juvenal, Lucretius, classical world. In reading Greek and Latin THE CLASSICS MINOR: Twenty credit hours, Plautus, Ovid, Terence, or Vergil. This course may be prose and poetry, both in the original lan- including a minimum of taken more than once. Prerequisite: CL210 or per- guages and in translation, students contextual- mission of the chair. ize works of literature in their larger cultural 1. Reading proficiency of Greek or Latin at the and historical settings and recognize their sig- 200-level, demonstrated by completion of CL 311. SEMINAR IN LATIN PROSE nificance in the past and their relevance for the the following: CG210 or CL210 LITERATURE 3 present and future. Students conduct research Advanced reading and critical examination in Latin of by traditional and digital methods in order to 2. Gateway course: CC200 the works of one of the following Latin prose authors: Caesar, Cicero, Livy, Petronius, Pliny, Suetonius, or present oral and written arguments supported Tacitus. This course may be taken more than once. by primary sources, theoretical constructs, and 3. Two courses from the following, each from a Prerequisite: CL210 or permission of the chair. established scholarship. In acquiring these crit- different cluster: ical and analytical skills, classics majors prepare themselves for life beyond college both a) Literature: CC220, 222, 223, 224 GREEK on the personal and professional level. b) History: HI201, 202; CC226 Professional opportunities can include careers CG 110. ELEMENTARY GREEK 4 in education, communication, arts, law and c) Art History: AH222, 223; LS2 180 An introductory course in the essentials of the Greek government, and library sciences. 4. One course from CG310, 311; CL310, 311; language, with emphasis upon mastery of grammar, CC365; GO303; HI361F; PH327A, 327B; syntax, and vocabulary. Both a major and a minor are available in clas- RE330. Students may count toward the sics. Skidmore is a member of the CG 210. INTERMEDIATE GREEK 4 minor any course listed above, plus CC290, A review of Greek syntax, complemented by reading Intercollegiate Center for Classical Studies in 291, PH203, and SSP100 The Good Life in selected works by such authors as Xenophon, Plato, Rome, which offers juniors the opportunity to Greek Literature and Philosophy. Minors are or Lysias. Prerequisite: CG110 or permission of the study classical antiquity in Italy. Other semes- encouraged to take one 300-level seminar chair. ter and summer study programs in Italy, in either Greek or Latin (CG310, 311; Greece, and other countries may be arranged CL310, 311). CC100 does not count toward CG 310. SEMINAR IN GREEK POETRY 3 with the help of the chair of Classics. Students the minor. Advanced reading and critical examination in Greek may fulfill the foreign language requirement by of the works of one of the following Greek poets or successfully completing any course in Greek Suggested course clusters in Greek and dramatists: Aeschylos, Aristophanes, Bacchylides, or Latin. Euripides, Hesiod, Homer, Pindar, Sophocles, or Roman literature, art and archaeology, history, Theocritos. This course may be taken more than and philosophy in addition to the major/minor once. Prerequisite: CG210 or permission of the chair. requirements:

77 CG 311. SEMINAR IN GREEK PROSE CC 265. TOPICS IN CLASSICAL CIVILIZATION 3 LITERATURE 3 Selected aspects of classical antiquity that embrace Computer Science Advanced reading and critical examination in Greek both the Greek and Roman worlds. Topics will vary of the works of one of the following Greek prose from year to year based upon the instructor’s special- Chair of the Department of Mathematics and authors: Aristotle, Demosthenes, Herodotos, Lysias, ization and interests. Students work on basic Computer Science: Pierre von Kaenel Plato, Thucydides, or selections from the New research, analytical, and writing skills. Courses may Testament. This course may be taken more than include Greek and/or Roman religion, lyric poetry, Professors: *Robert DeSieno, R. Daniel once. Prerequisite: CG210 or permission of the chair. and early Christianity. The course in a different sub- Hurwitz, Mark E. Huibregtse, Alice M. Dean, ject area may be repeated for credit. Gove W. Effinger, Mark Hofmann, Pierre von CLASSICAL STUDIES Kaenel CC 290. RESEARCH IN CLASSICS 1 CC 100. ENGLISH VOCABULARY FROM Basic research methodology in 200-level civilization courses including the use of primary and secondary Associate Professors: Una Bray, David C. GREEK AND LATIN 1 Vella An exploration of the heritage of Greek and Latin in sources as well as Web-based and library-based the English language, with particular emphasis on materials. This one-credit course will be taken jointly technical terminology from a variety of disciplines. with a 200-level civilization course. Assistant Professor: Thomas O’Connell Students will learn how to break down English words into their Greek and Latin components, and to gener- CC 291. WRITING IN CLASSICS 1 THE COMPUTER SCIENCE MAJOR: ate English words from these same elements. This Students will begin to learn effective writing and will Students majoring in computer science fulfill course is of interest to all students in the humanities, fulfill the all-college Expository Writing requirement. the departmental requirements by completing sciences, and social sciences, who wish not only to This one-credit course will be taken jointly with a 200- the following: expand their vocabularies but also to understand the level civilization course. ongoing evolution of English. CC 292. SEMESTER PROJECT IN CLASSICS 1 1. Required computer science courses: CC 200. THE CLASSICAL WORLD 3 Students will complete a semester-length project on CS106, 206, 210, 318, and 330. CS106, An introduction to classical antiquity for students inter- an aspect of Classical civilization. The project will be 206, and 210 should normally be completed ested in ancient Greece and Rome, the impact of collaborative and may involve visual or performing by the end of the second year. antiquity on Medieval and Renaissance Europe, and a arts. This one-credit course must be taken jointly with general background in the Western tradition. This inter- a 200-level civilization course. 2. Required mathematics course: MA200 disciplinary course taught by a team of faculty members from several departments and programs includes CC 365. ADVANCED TOPICS IN CLASSICAL 3. Required MC courses: MC115 or MC215 studies in literature (epic, dramatic, and lyric poetry, CIVILIZATION 3 and 306 rhetoric, and fiction), history and historiography, art and Selected aspects of classical antiquity that embrace architecture, philosophy and political theory, and sci- both the Greek and Roman worlds. Topics will vary ence and mathematics. (Fulfills LS2 requirement.) from year to year based upon the instructor’s special- 4. Electives: Three CS or MC courses at the ization and interests. Building upon the skills acquired 200 level or above. For one of the three CC 220. CLASSICAL MYTHOLOGY 3 in 200-level courses, students analyze primary and electives, the student may instead take, with A study of the important myths in Greek and Roman secondary evidence and conduct independent permission of the department, a course in culture, with attention to their religious, psychological, research in major writing projects. Courses may another discipline that has substantial com- and historical origins. Comparative mythology, struc- include such topics as women in antiquity, sex in the puter science content. Students planning to tural analysis, modern psychological interpretations ancient world, classical poetics, and ancient historiog- go to graduate school should take additional raphy. The course in a different subject area may be and the development of classical myths in Western courses in mathematics. In particular, literature and art receive attention. (Fulfills humanities repeated for credit. requirement.) MA113 and 204 should be considered. CC 371, 372. INDEPENDENT STUDY 1-4 Courses counting toward the major may not CC 222. GREEK TRAGEDY 3 Individual research in any aspect of classics not be taken satisfactory/unsatisfactory. Readings in translation of some of the tragedies of available in existing course offerings, which results in Aeschylos, Sophocles, and Euripides in the context a written work. Supervised by a member of the clas- HONORS: Students wishing to qualify for of Athenian society in the fifth century B.C. Students sics faculty. Prerequisite: Approval of the director. departmental honors in the computer science will have the opportunity to write, produce, and per- major must: form an original tragedy based on Greek myth. CC 390. THESIS 3 (Fulfills humanities requirement.) The senior student will undertake a substantial 1. Complete all departmental requirements for advanced research project in any aspect of classics the computer science major and have a CC 223. SOCIETY ON THE STAGE: GREEK AND which will result in a written thesis of approximately ROMAN COMEDY 3 fifty pages. Supervised by a member of the classics grade-point average of 3.5 or higher for all Readings in translation of the plays of Aristophanes, faculty. Prerequisite: Approval of the chair. course work (MC and CS) taken in the Menander, Plautus, and Terence. Students explore department, together with a course in anoth- both the origins and the fate of ancient comedy within CC 399. PROFESSIONAL INTERNSHIP IN er discipline that has substantial computer the context of Greek and Roman society. CLASSICS 3 or 6 science content if taken as an elective with Furthermore, students will have the opportunity to Professional experience at an advanced level for jun- permission of the department; produce and perform one of the plays on the course iors and seniors with substantial academic and cocur- reading list. (Fulfills humanities requirement.) ricular experience in the major field. With faculty 2. Have a grade-point average of 3.0 for all sponsorship and departmental approval, students course work taken at Skidmore; CC 224. THE HERO(INE)’S TALE: TRADITIONS may extend their educational experience into such OF GREEK AND ROMAN EPIC 3 areas as education, communication, the arts, Readings in translation of the great epic poets of the libraries, and law and government. Does not count 3. File with the department, by the end of the Greek and Roman worlds, focusing on a comparative toward the major. Must be taken S/U. official add-drop period of the spring semes- study of the works of Homer and Vergil. (Fulfills ter of the senior year, a declaration of inten- humanities requirement.) tion to qualify for honors; and

CC 226. GREEK AND ROMAN HISTORIANS 3 Readings in translation of the great chroniclers of history from the Greek and Roman worlds: Greek, the works of Herodotos (the father of history), Thucydides and Xenophon; Roman, the works of Livy, Polybius, and Tacitus. The course will focus on the methodology of writing history, comparative studies, and modern interpretations. (Counts toward the history major.)

78 4. Submit an honors thesis or project to be CS 206. INTRODUCTION TO COMPUTER CS 322. ARTIFICIAL INTELLIGENCE 3 read by a review committee, and give an SCIENCE II 4 An introduction to the field of artificial intelligence. oral presentation of the thesis or project to Continuation of CS 106: study of recursion, pointers, The course covers the main techniques used to the department. The review committee will development strategies for large software projects, develop computer programs to solve problems that and introduction to data structures, analysis of algo- we normally think of as requiring intelligence. Topics evaluate the thesis or project to determine if rithms, and program verification. Prerequisite: CS106 include search, games, knowledge representation, it is of the exceptional quality that merits or permission of instructor. The Department logical reasoning systems, and machine learning. honors; the committee’s recommendation Prerequisites: MA111 or both MA108 and 109, or will be submitted to the department for final CS 210. DESIGN AND ANALYSIS OF equivalent, and CS210. The Department adjudication. ALGORITHMS 4 A study of techniques used to design algorithms that CS 330. PROGRAMMING LANGUAGES 3 THE COMPUTER SCIENCE MINOR: Students are efficient in terms of the time and memory required An introduction to different programming language minoring in computer science fulfill the depart- during execution. The course will also cover the tech- paradigms: functional, logic, and object-oriented pro- mental requirements by completing CS106, niques used to evaluate an algorithm’s efficiency. gramming. Students will also study language con- Topics include advanced sorting techniques, cepts such as regular expressions, syntax grammars, 206, MC115 or MC215, and three additional advanced data structures, dynamic programming, and semantics. Specific topics may include Perl, CS or MC courses, at most one of which may greedy algorithms, amortized analysis, and graph egrep, Scheme, Lex & Yacc, Java, C++ and Prolog. be at the 100 level, and at least one of which algorithms. Prerequisites: MC115 or MC215 and Prerequisite: CS206. The Department must be at the 300 level. For one of the three CS206, and MA111, or both MA108 and 109, or additional courses, the student may instead equivalent. The Department CS 371, 372. INDEPENDENT STUDY 3, 3 take, with permission of the department, a Special study in computing outside of the regular course in another discipline that has substan- MC 215. MATHEMATICAL REASONING AND departmental offerings. Prerequisite: consent of tial computer science content. DISCRETE STRUCTURES 4 department. Non-liberal arts. The Department An introduction to mathematical reasoning in the context of studying discrete structures fundamental to Students interested in learning how to use CS 376. ADVANCED TOPICS IN COMPUTER both mathematics and computer science. Topics SCIENCE 3 computers to solve problems in the quantita- include elementary logic and sets, methods of proof Advanced topics that complement the established tive disciplines should consider the courses including mathematical induction, algorithms and their course offerings in computer science will be selected. CS102, 103, 106, and MS104. analysis, functions and relations, elementary combi- May be repeated for credit. Prerequisite: permission natorics, discrete probability, and graph theory. of instructor. The Department Note: Courses numbered CS102 through (Fulfills QR2 requirement.) Prerequisites: QR1, and CS382 and MC115 or MC215, 302, 306, and CS106 or MA113, or permission of the instructor. CS 381, 382. SENIOR THESIS 3,3 316 have as a prerequisite QR1 or permission The Department Optional for computer science majors. Recommended of the department. for those working toward professional careers or grad- CS 276. SELECTED TOPICS IN COMPUTER uate study in computer science, and those seeking to SCIENCE 3 satisfy the criteria for departmental honors. CS 102. COMPUTING IN CONTEXT 3 Topics that complement the established lower level A set of courses exploring interesting applications of course offerings in computer science will be selected. computing in a variety of disciplines. These courses CS 399. INTERNSHIP IN COMPUTER May be repeated for credit. Prerequisite: permission SCIENCE 3 or 6 are primarily intended for students who wish to satisfy of instructor. The Department the QR requirement and enhance their abilities to Professional experience at an advanced level for jun- apply computing to the solution of quantitative prob- iors and seniors with substantial academic experi- MC 302. GRAPH THEORY 3 lems. Courses including the following are offered ence in computer science and mathematics. With fac- An introduction to the theory and application of periodically depending on faculty availability. (Fulfills ulty sponsorship and departmental approval, students graphs. Topics may include graphs and digraphs, QR2 requirement.) may extend their educational experience in computer connectivity, trees, Euler and Hamiltonian cycles, and science, software engineering, or applied mathemat- graph embeddings. Prerequisite: MC115 or MC215 or ics. This course may not be used to satisfy the A. Electronic Spreadsheets in the Sciences. MA200 or permission of the instructor. Fall 2005 and requirements of any major or minor in the depart- In this course, students use electronic spreadsheets alternate years. The Department ment. Prerequisites: MC115 or MC215, CS206, one to build quantitative models of natural systems stud- additional course in mathematics or computer sci- ied in biology, chemistry, and physics. This course MC 306. THEORY OF COMPUTATION 3 ence at the 200 level or above, and permission of the helps students understand quantitative description of A study of the major theoretical models of computa- department. Non-liberal arts. natural phenomena, develop ability to use computation. Topics include automata, nondeterminism, regu- tional methods for describing those phenomena, lar and context-free languages, Turing machines, enhance their understanding of experimental design, unsolvability, and computational complexity. and become aware of the limitations in modeling of Prerequisite: MC115 or MC215 and CS106, or per- natural systems. mission of instructor. Beginning in fall 2005, MC306 will have CS210 as a prerequisite. The Department CS 103. STRUCTURED PROGRAMMING IN BASIC 3 MC 316. NUMERICAL ALGORITHMS 3 Introduction to the use of computer programming as An introduction to using computation to obtain a problem-solving tool. Students learn to design and approximate solutions to mathematical problems. A implement their own Windows software applications variety of algorithms are studied, as are the limita- using the Visual BASIC language. The course stress- tions of using computational methods. Topics include es the logic of software design and the careful imple- algorithms for solving equations, systems, and differ- mentation and testing of programs. Primarily for stu- ential equations; approximating functions and inte- dents with little or no programming experience. Not grals; curve fitting; round-off errors, and convergence open to students who have taken or are taking of algorithms. Prerequisites: CS106 and MA111, or CS106. (Fulfills QR2 requirement.) The Department both MA108 and 109, or permission of instructor. Offered in 2007 and alternate years. The Department CS 106. INTRODUCTION TO COMPUTER SCIENCE I 4 CS 318. INTRODUCTION TO COMPUTER An introduction to the principles of design, implemen- ORGANIZATION 4 tation, and testing of object-oriented programs. The An introduction to multi-level machines, including course covers language features such as control basic components of a computer, digital circuits, structures, classes, file I/0, and basic data structures microprogramming, machine and assembly lan- including arrays. Other topics include recursion and guages, and operating systems. Prerequisite: CS206 fundamental algorithms, such as elementary search- and MC115 or MC215. (Does not count toward the ing and sorting algorithms. (Fulfills QR2 requirement.) mathematics major.) The Department The Department

79 Dance THE MAJOR IN DANCE DANCE TECHNIQUE COURSES—Dance Faculty Chair of the Department of Dance: Mary General Dance: DiSanto-Rose Breadth requirements: DA210–212, DB111, 1. Eighteen credit hours of technique DB211, DM111, DM211 may be taken to fulfill Associate Professors: Isabel H. Brown, Mary the arts requirement. DA227, 228, or 230 may DiSanto-Rose, Debra Fernandez, Denise 2. Sixteen credit hours of theory to include be taken to fulfill the humanities requirement. Warner Limoli DA227, 228 and 230; 376 recommended (required for Honors) DA 210. WESTERN DANCE FORMS I† 1 Studies of various Western dance forms and tech- Lecturers: *Adriana Markovska, *Mary Harney, Performance/Choreography: niques. The following courses are offered periodically *Julie Gedalecia, *Debra Pigliavento, *Meghan depending on faculty availability: Schaefer 1. Sixteen credit hours of technique A. Pointe I Dance Musicians: Patricia Hadfield, *Carol Ann B. Character I Elze, Carl Landa 2. Twelve credit hours of theory to include C. Jazz I DA227, 228, and 230; 376 recommended D. Modern Special I/II Dance Theater Technical Director: Lori (required for Honors) E. Ballet Special I/II Dawson F. Pre-Classical Dance Forms 3. Six credit hours of workshop/production G. Dance for Children H. Spanish Dance The mission of the Dance Department is to link I. Tap critical thinking, analysis, craft, history, and Dance History/Criticism: creativity with the distinct movement skills Pointe class may only be taken along with a Ballet II, derived from studio practice and stage per- 1. Eighteen credit hours of technique III, or IV technique class. Non-liberal arts. formance. Students are required to work toward proficiency in the particular movement 2. Sixteen credit hours of theory to include DA 212. NON-WESTERN DANCE FORMS I† 1,1 language of Western and/or Eastern dance DA230 and 335; 376 recommended Studies of various non-Western dance forms and forms: classical ballet, modern-contemporary (required for Honors) techniques. The following courses are offered periodically depending on faculty availability and may dance, jazz dance, and Bharata Naytam (tem- include: ple dance of India). Students learn to recog- INTERDEPARTMENTAL MAJOR: In conjunc- nize and distinguish the many diverse sources tion with the Theater Department, the Department of Exercise Science, Dance, and A. Bharata Natyam I (South India Classical of dance, such as culture (both ancient and Dance) pop), mythology, society, and nature. Students Athletics offers a major in dance-theater. See B. Kathak (North India Classical Dance) select a specific area of study within the major: Interdepartmental Majors. C. Hawaiian Dance general dance, performance/choreography, or D. African Dance I dance history/criticism. The major leads to a THE MINOR IN DANCE: E. T’ai Chi bachelor of science degree. F. Yoga Non-liberal arts. 1. Required course: DA230 and seventeen DA 301. WESTERN DANCE FORMS II† 1,1 In studying dance technique, choreography, additional credit hours of technique, theory, or workshop/production course (totaling The following courses are offered periodically production, history, biography, and criticism, depending on faculty availability: students develop a deeper understanding of twenty credit hours) the relationship of body, mind, and spirit in the A. Pointe II multicultural world of dance. Students acquire 2. Two of the required courses in dance must B. Character II the critical skills necessary to make informed be at the 300 level. C. Jazz II judgments about dance as an art form. The D. Modern Special III/IV dance major prepares students for further 3. Students should declare their minors by fall E. Ballet Special III/IV I. Tap II study or careers in the fields of performance, semester of the junior year. choreography, dance education, dance histo- 4. Student may enroll in DA376 by permission Pointe class may only be taken along with a Ballet II, ry/criticism, and arts administration. III, or IV technique class. Non-liberal arts. only. Dance students are encouraged to investigate DA 303. NON-WESTERN DANCE FORMS II† 1,1 related areas of study, which might include art HONORS: Departmental honors are based on The following courses are offered periodically history, Asian studies, exercise science, a quality point average of 3.5 in all major depending on faculty availability and may include: Honors Forum, music theory and performance, courses, satisfactory completion of senior and theater. “Capstone” (DA376), and high-quality work on A. Bharata Natyam II (South India Classical other department projects. Dance) D. African Dance II Non-liberal arts. GUEST ARTISTS: Each year outstanding artists are brought to the campus to teach, lecture, conduct workshops and set dance pieces BALLET TECHNIQUE COURSES—Ballet on the dance students. Faculty

DB 111. BALLET I: BEGINNER† 2 or 3 Expanded study in basic vocabulary and technique of ballet. Non-liberal arts.

DB 211. BALLET II: LOW INTERMEDIATE† 2 or 3 Students at this level should have complete knowledge of the basic ballet terminology and technique with the ability to properly execute barre, adagio, pirouettes, small and large allegro. Non-liberal arts.

80 DB 311. BALLET III: HIGH DA 230. INTRODUCTION TO DANCE HISTORY, DA 327. IMPROVISATION II 2 INTERMEDIATE† 2 or 3 LITERATURE, AND REPERTORY 3 Advanced study in the spontaneous use of move- Students must have acquired full command of the Introduction to dance history of the Eastern and ment in structures derived from movement concepts, ballet vocabulary and technique with the capability to Western traditions. Using film, slides, videos, demon- imagery, props, and media sources. Designed to help sustain increasingly difficult work. The class may strations, and discussion, the course introduces stu- students further discover and develop their own include pointe work at the discretion of the instructor. dents to the literature and repertory of the great clas- movement potential and apply it in dance perform- Non-liberal arts. sical and modern dance forms. (Fulfills humanities ance. Prerequisite: DA227 or permission of instructor. requirement.) I. Brown, M. DiSanto-Rose Non-liberal arts. M. DiSanto-Rose DB 351. BALLET IV: ADVANCED-POINTE† 2 or 3 This class is designed to develop artistic awareness DA 274. SPECIAL STUDIES IN DANCE THEORY DA 328. CHOREOGRAPHY II 3 of students who have already reached a high degree AND APPRECIATION 2 or 3 Advanced study of the solo and group choreographic of technical proficiency. A portion of the class will be Studies in dance theory and appreciation designed to techniques and related musical and production on pointe. By permission. Non-liberal arts. broaden student awareness and understanding of resources. Prerequisite: DA228 or permission of dance and its related disciplines. By permission of instructor. Non-liberal arts. D. Fernandez instructor. Dance Faculty MODERN DANCE TECHNIQUE COURSES— DA 335. MAJOR PERIODS IN DANCE Modern Dance Faculty DA 275. BALLET THEORY AND PEDAGOGY 2 HISTORY 3 An introduction to the art and tradition of teaching The study of major periods in dance history with par- DM 111. MODERN I: BEGINNER† 2 or 3 classical ballet. The course is open to experienced ticular emphasis on the societies out of which the Study of technique stressing unique quality of mod- ballet dancers. Students learn the theory of ballet dance developed. I. Brown ern dance, beginning level. Non-liberal arts. technique including the systematic breakdown of barre (bar) and center work, categories of movement, DA 371, 372. INDEPENDENT STUDY 3, 3 and musical accompaniment. Prerequisites: DB311or DM 211. MODERN II: LOW I Advanced research or technical study under the guid- DB351. D. Limoli NTERMEDIATE† 2 or 3 ance of a faculty member. A student may or may not Theory and style continuation of technical study, low receive liberal arts credit at the discretion of both the intermediate and intermediate level. Non-liberal arts. DA 276. DANCE PRODUCTION 2 chair of the Dance Department and the registrar (and, Provides students a basic foundation in dance pro- in exceptional instances, the Curriculum Committee duction. Emphasizing collaborations that occurs of the College). Dance Faculty DM 311. MODERN III: HIGH among choreographers and designers, technicians, INTERMEDIATE† 2 or 3 and publicity people, the course introduces students Continued theory and style, high intermediate techni- DA 376. CAPSTONE 4 to the art of lighting design and the use of light as a cal study. Non-liberal arts. A culminating experience for the dance major. The medium for expression. Students learn various tech- course combines dance theory and practice. In the nical aspects of design for dance including sound, opening weeks of the course, students will study one DM 351. MODERN IV: ADVANCED† 2 or 3 stage management, house management, box office, masterwork in ballet and another masterwork in mod- Advanced theory and style, technical study. By per- and publicity. L. Dawson ern/contemporary dance. Students will write a major mission. Non-liberal arts. paper (25 pages) identifying historical, biographical, DA 277. PERFORMANCE ELEMENTS 2 and choreographic elements that distinguish these Note: Placement in the appropriate level dance Designed for dance and theater students, the course works as exemplars of dance as a performing art. In class is at the discretion of the dance faculty. provides training for stage performance. Based on the remaining weeks of the term, students will con- the practice of Yoga, the art and discipline of breath- struct a major choreographic work of their own, either ing (inhalation and exhalation) joined to physical pos- an original work based on a model (masterwork) or a WORKSHOP/PRODUCTION tures deepens the ability of a dance or theater stu- reconstruction of a masterwork not bound by copy- dent to concentrate and control performance. The right. Prerequisites: Senior status as a dance major DB 393, 394. BALLET WORKSHOP† 2, 2 course develops strength, balance, and flexibility. or dance-theater major; dance minors may participate Students apply their technique to rehearsal and per- Through repetition in the flow and sequence of each with permission of department. Dance Faculty formance of choreographic material created by facul- class, students acquire an understanding of the role ty members and qualified students, with an emphasis of practice. Prerequisite: Permission of instructor. DA 399. PROFESSIONAL INTERNSHIP IN on learning basic production elements. By permission D. Fernandez DANCE 3, 6, or 9 and/or audition. Non-liberal arts. Professional experience at an advanced level for jun- D. Fernandez, D. Limoli DA 278. DANCE FOR THE CHILD 3 iors and seniors with substantial academic and cocur- Introduction to dance as a medium of learning and ricular experience in the major field. With faculty creative expression for children. The course is open sponsorship and department approval, students may DM 393, 394. MODERN DANCE to students interested in working with children, includ- extend their educational experience into such areas WORKSHOP† 2, 2 ing those with special needs. Students examine the as dance, performance, technique, choreography, Style, repertory, production, advanced choreography. historical background of dance education, curricular writing, and production. Prerequisite: students must The emphasis of the workshop may vary according to developments influencing dance, and the use of have completed all intermediate level dance courses the style and experience of the teacher. Extra movement, music, poetry, and art to enhance creative appropriate to the area of the internship and be rec- rehearsals to be arranged as needed. By permission expression. Dance experience is not required. ommended by an instructor in the chosen area of and/or audition. Non-liberal arts. Recommended for Education majors. study. May count as liberal arts or non-liberal arts. M. DiSanto-Rose, M. Harney M. DiSanto-Rose

DA 279. MUSIC FOR DANCERS/ DANCE THEORY CHOREOGRAPHERS 2 Introduces students to ways of understanding and utilizing music and sound as part of the process of mak- DA 227. IMPROVISATION I 2 ing a dance. Students learn fundamental musical Experiences in the spontaneous use of movement in concepts (rhythm, phrasing, accents, time signatures, structures derived from movement concepts, imagery, and dynamics) and their applied use by dancers, props, and media sources. Designed to help students musician, and composers. Students explore the musi- discover and develop their own movement potential cal styles and artists of many cultures and how these and apply it in dance performance. Non-liberal arts. musical styles and artists vary in their respective (Fulfills humanities requirement.) M. DiSanto-Rose approaches to making music and sound, and by extension, dance. Students develop abilities to com- DA 228. CHOREOGRAPHY I 3 municate musical problems and ideas clearly and Deals with solo and group choreographic techniques knowledgably to dancers, choreographers, musicians, and related musical and production resources. or composers. Prerequisite: DA227. C. Landa Prerequisite: DA227 or permission of instructor. Non- liberal arts. (Fulfills humanities requirement.) D. Fernandez, M. DiSanto-Rose, I. Brown †May be repeated for credit 81 Economics OMICRON DELTA EPSILON, ALPHA ZETA EC 237. STATISTICAL METHODS 4 CHAPTER: Omicron Delta Epsilon is an eco- An introduction to summarizing and interpreting quantitative information: central tendency and dispersion, Chair of the Department of Economics: Roy J. nomics honor society that was initially formed in 1915 and became an international honor probability, significance tests, regression and correla- Rotheim tion, time series analysis, and the use of index num- society in 1969. Omicron honors academic bers. An introduction to the use of the computer as a Professors: Roy J. Rotheim, Quadracci achievement in economics and encourages tool for handling large amounts of data. Prerequisites: Professor of Social Responsibility; Sandy devotion and advancement in the field. The eli- QR1, EC103, 104, or permission of the instructor; pre- Baum gibility requirements include: (1) a strong inter- requisites may be waived for interdepartmental busi- est in economics, (2) completion of at least ness majors by permission of the instructor. (Fulfills QR2 requirement.) R. Jones, M. Taber Associate Professors: Robert J. Jones, four economics courses and a 3.40 or higher Mehmet Odekon, Lynda D. Vargha average in economics, and (3) a GPA of 3.40 or higher in all college courses taken. EC 261. INTERMEDIATE TOPICS IN ECONOMICS 3 Assistant Professors: Ngina S. Chiteji This course will give students an opportunity to study EC 100. INEQUALITY, RACE, AND GENDER 3 one or a few related current topics in economics at Designed for nonmajors, this course uses political- an intermediate level. While the topic(s), instructor, Visiting Assistant Professor: Yahya Madra economic principles to analyze social issues. Using a and specific prerequisites will vary each time the variety of theoretical perspectives, the course course is offered, there will be at least one 100-level Visiting Instructor: Monica Das addresses the gender, race, and class inequalities course required. May be repeated once with permis- that characterize the United States economy. Other sion of department chair. Prerequisite: EC103 and/or topics may include the economics of the environ- Students majoring in economics learn analyti- 104. The Department cal skills and methods of the field, including ment, the implications of increasing economic interdependence, the relationship between capitalism and deductive reasoning, decision-making tech- EC 314. INTERNATIONAL ECONOMICS 3 niques, quantitative analysis, and modeling democracy. Does not count toward the major. The Department An analysis of international economic relations with principles, and apply these skills in analysis of an emphasis on policy issues. Topics include: com- modity composition and direction of trade, tariffs, U.S. the ways in which economic forces affect EC 103. INTRODUCTION TO commercial policy, international and regional trade national and international policies and issues. MACROECONOMICS 4 agreements, and international financial relations. In keeping with the liberal arts tradition and An introduction to national income analysis, money Prerequisites: EC103 and 104. The Department goals of the college, the economics major sup- and banking, and balance of payments. The course ports the students’ growth in critical thinking, deals with theory and policies of a mixed economyus- EC 315. OPEN ECONOMY problem solving, global understanding and ing the United States as a prime example. Emphasis is placed upon the determination of public policies to MACROECONOMICS 3 appreciation, and communication skills. In core Integration of closed economy macroeconomics with courses, students learn analytical and quanti- solve the problems of unemployment, inflation, and stable economic growth. Prerequisite: QR1. (Fulfills foreign trade and payments balances. Topics include: tative skills. In upper-level courses, students QR2 and social sciences requirements.) exchange rate systems, asset markets, price and apply these analytical, quantitative, and writing The Department income effects, and monetary and fiscal policies for skills, focus on a variety of domestic and inter- internal and external balance. Prerequisite: EC235 or permission of instructor. M. Odekon national policy-oriented issues, and engage in EC 104. INTRODUCTION TO independent research. MICROECONOMICS 4 An introduction to the study of markets. The course EC 316. ECONOMICS OF DEVELOPMENT 3 The theory and practice of economic development in THE ECONOMICS MAJOR: Requirements for develops the basic economic model of supply and demand to illustrate how choices regarding the pro- the third world. Topics include: analysis of world a major in economics are: EC103, 104, 235, income distribution and causes of world income 236, 237, 375, and at least twelve additional duction and distribution of goods and services are made by firms and households in a market economy. inequalities; the contribution of social change, politics, credit hours in economics. The course also examines the possibility of market economics and economic planning to the process of failure and the appropriate government response. development; means of improving the quantity and HONORS: To be considered for honors in eco- Policy topics may include poverty and homelessness, quality of domestic and international economic nomics, students must meet the college health care, the environment, antitrust, discrimination, resources; methods for improving sectoral output and requirements of a GPA of 3.0 overall and 3.5 in international trade, unions, and minimum wage laws. productivity; policies for redistribution and basic needs and for combating the equity-efficiency trade- the major. They must receive a grade of at Prerequisite: QR1. (Fulfills QR2 and social sciences requirements.) The Department off in development strategies. Prerequisites: EC103 least A- on an independent-study paper, which and 104, or permission of instructor. M. Odekon they must defend orally before the department. EC 235. MACROECONOMIC THEORY 4 A study of the forces determining the levels of nation- EC 319. ECONOMICS OF INCOME INTERDEPARTMENTAL MAJORS: In conjunc- al income and employment, with emphasis upon pub- DISTRIBUTION AND POVERTY 3 tion with relevant departments, the Economics lic policy to attain basic economic goals such as eco- The definition and measurement of economic Department offers majors in business-econom- nomic growth, stable prices, and full employment. inequality and poverty and the investigation of eco- ics, political economy, economics-French, eco- The course also addresses issues concerning inter- nomic factors determining the distribution of income nomics-German, economics-Spanish, econom- national macroeconomic relations. Prerequisites: and wealth. On the macro level, the course examines EC103 and 104. The Department the dynamics of input markets, including productivity ics-mathematics, economics-philosophy, and and technological change. The micro level focuses on economics-sociology. See Interdepartmental the personal distribution of income and poverty in the EC 236. MICROECONOMIC THEORY 4 Majors. The department participates in the United States. Alternative theories are examined. Develops the basic models of behavior that econo- International Affairs, Environmental Studies, Other topics include the role of the government mists use to study market relations. Discussion of through policies such as taxes, transfers, and public Law and Society, Women’s Studies, and Asian how consumer choices determine demand and how education. Prerequisites: EC103 and 104 or permis- Studies Programs. profit-maximizing firms, operating in different market sion of instructor. M. Odekon structures, determine supply. Within this framework, THE ECONOMICS MINOR: The department the course considers a variety of real-world problems, offers a minor in economics that consists of which may include job market discrimination, busi- the following: EC103, 104, 235 or 236 and at ness pricing policy, minimum wages, taxation, least six additional credit hours at the 300 antitrust policy, international trade, and environmental level. and safety regulation. Prerequisites: EC103 and 104. The Department

82 EC 320. LAW AND ECONOMICS 3 EC 344. PUBLIC FINANCE 3 EC 376. SENIOR THESIS 3 Students will analyze the law from an economic per- Study of government expenditures and taxation poli- Advanced research paper in economics. Open to all spective and will examine the effects of various cies from both institutional and theoretical perspec- seniors with departmental approval. All completed aspects of law on the economy. Topics of discussion tives. The course will focus on the economic roles of theses must be defended before the economics fac- may include economic analysis of criminal behavior; federal, state, and local governments in implementing ulty. The Department determining optimal punishments; the costs and ben- decisions about defense spending, social programs, efits of alternative law enforcement strategies; the income, sales, property, and Social Security taxes. EC 399. INTERNSHIP IN ECONOMICS 3 pros and cons of legalizing drugs and prostitution; Prerequisite: EC236. The Department Professional experience at an advanced level for jun- labor law; immigration law; utility regulation; and rent iors and seniors with substantial academic experi- control laws. Prerequisite: EC104, or permission of EC 345. MONETARY THEORY AND POLICY 3 ence in economics. With faculty sponsorship and instructor. The Department Foundations of money, financial markets, and central department approval, students may extend their edu- banking within a capitalist framework. Theoretical cational experience into areas such as economic EC 321. LABOR ECONOMICS 3 emphasis will be placed on monetarist and post research and consulting, forecasting, regulation, and Analysis of labor as a human activity and an econom- Keynesian explanations for money, interest, employ- policy analysis. Work will be supplemented by appro- ic resource. Critical examination of the structure and ment, and prices. Policy discussions will focus on the priate written assignments. Only three semester-hour functioning of the American labor market. Topics relationship between money market instruments and credits may count toward the requirements for the include determinants of labor force participation, the central bank policies in the context of the above theo- major, and none toward the minor. Prerequisites: two level and structure of wages, and the allocation and retical frameworks. A major term paper, which com- of the following: EC235, 236, 237, and at least two utilization of workers; the roles of labor unions and pares the recent monetary policies of the Federal 300-level economics courses. collective bargaining; and the changing situations of Reserve System with those of another central bank, women and minorities in the labor market. is expected of all students. Prerequisites: EC103 and Prerequisites: EC236, 237. N. Chiteji 104. Open only to juniors and seniors. R. Rotheim, N. Chiteji EC 334. INTERNATIONAL POLITICAL ECONOMY 3 EC 351. WOMEN IN THE ECONOMY 3 An examination of the interplay of international eco- This course examines the ways in which the econom- nomics and politics. The course contrasts main- ic experiences of women in the United States differ stream theories of international trade and investment from those of men. Topics include labor markets and with theories highlighting class relations, power, and wages, discrimination, poverty, the economics of the market imperfections. Among the subjects to be household, and the economics of reproduction. The addressed are: multinational corporations, capital particular situations of various ethnic groups and flight, theories of imperialism, and the prospects for occupational groups are discussed. The economic national economic policy. Prerequisites: EC235 or experiences of women are analyzed in their social, permission of instructor. L. Vargha political, and historical context. Prerequisite: EC104. The Department EC 335. ADVANCED MACROECONOMIC THEORY AND POLICY 3 EC 355. HISTORY OF ECONOMIC THOUGHT 3 Domestic monetary and fiscal policies of advanced The development of Western economic thinking from capitalist economies with emphasis on the United Adam Smith to the present, stressing in its historical States’ historical experience. Topics include: business context the conflict between the mainstream of eco- cycle theories; Neoclassical, Keynesian, and post- nomic thought and important alternatives such as the Keynesian theories of money and the state; industrial Marxist, institutional, and anarchist traditions. policy, monetary and fiscal intervention considered Emphasis is on the works of a few major writers. theoretically and historically. Prerequisite: EC235. Prerequisites: EC235 and 236, or permission of R. Rotheim instructor. R. Rotheim

EC 336. INDUSTRIAL ORGANIZATION AND EC 361. ADVANCED TOPICS IN ECONOMICS 3 PERFORMANCE OF ECONOMY 3 This course will give students an opportunity to study A study of changing market structures in the United one or a few related current topics in economics at States economy and their impact on its performance. an advanced level. While the topic(s), instructor, and The specific topics covered in this course include the specific prerequisites will vary each time the course is determinants of market structure and oligopolistic offered, there will be at least one 200-level course behaviors of large corporations in such areas as pric- required. May be repeated with permission of departing, profits, and technological innovations. Also con- ment chair. The Department sidered are public policies concerning monopolistic and oligopolistic business enterprises. Prerequisite: EC 371, 372. INDEPENDENT STUDY 3, 3 EC236. The Department An opportunity for qualified students to engage in in- depth reading and research in any field of economics. EC 339. APPLIED ECONOMETRICS 3 Project should be based on work in a 300-level Theory and practice of econometrics applied to eco- course the student has taken. Each student works nomic models. Topics include: econometric tech- closely with a faculty advisor and participates in a niques for analyzing economic relationships, methods weekly independent study seminar. Prerequisite: per- for handling economic data, empirical testing of theo- mission of the department. The Department retical models, and techniques for developing testable models. Prerequisites: EC235 or 236; 237. EC 375 SENIOR SEMINAR 3 R. Jones, M. Das A capstone experience for senior economics majors, this course builds on the theoretical framework devel- EC 343. ENVIRONMENTAL AND RESOURCE oped in other economics courses to analyze current ECONOMICS 3 economic-policy issues. Specific topics differ from Analysis of contemporary environmental and year to year. Representative topics include inequality resource problems (e.g., air, water, noise and aes- in the U.S., the Social Security debate, unemploy- thetic pollution, extinction of animal and plant ment and public policy, the economics of higher edu- species) through the use of economic theories and cation, and economic and political reforms in Mexico. techniques of evaluation. Environmental policies The Department dealing with these problems will also be considered. Prerequisite: EC104 or consent of instructor. L. Vargha

83 Education POLICIES AND PROCEDURES discuss the major and plan a course program. Formal application for acceptance to the pro- Chair of the Department of Education: Joyce Admission: Students must apply for admission gram is made in the sophomore year. Students Rubin to the major during their sophomore year and going abroad should explore the possibility of are selected for and allowed to remain in the going abroad during the sophomore year or in Professors: Susan S. Lehr, Ruth Andrea major on the basis of demonstrated compe- the summer in order to take ED233 and the Levinson tence in academic subjects and communication junior block on schedule. skills, and demonstrated suitability for teaching. Assistant Professors: Lenora de la Luna, Students planning to go abroad should talk to Education majors must receive a grade of C or Dawn Riley the department chair in their first year. better in three required foundation courses: ED200 Child Development and Learning; ED215 Visiting Assistant Professor: Donna Brent Students who successfully complete the teacher School and Society; ED233 Emergent Literacy. education program, three workshops required by All candidates for student teaching placements Lecturers: *Karen Brackett, Joyce Rubin, the New York State Education Department, and must earn a C or better in each of the junior *Richard Lyman are recommended by the College will, upon block courses, including the recommendation of graduation, be eligible for New York State certifi- the department. Students must demonstrate pro- Director of Student Teaching: Dawn Riley cation. The New York State Teacher Certification ficiency during the student teaching experience Examinations (Liberal Arts and Sciences, Written in knowledge and performance skills with a Director of Skidmore Early Childhood Center: Assessment of Teaching Skills, and Content grade of C or better in each placement in order Karen Brackett Specialty Test) are also required by the New to be recommended for certification. York State Education Department to be eligible The Education Department’s content core for the New York State Initial Certificate. (The ini- The nature of the program requires that the and pedagogy build upon the knowledge tial certificate will be in childhood education, department reserve the right to limit the num- base and core abilities gained from studies in grades 1–6.) The initial certificate is valid for five ber of students accepted. If interested in the the liberal arts and sciences. Education stud- years. An extension of one year may be granted major, students are urged to obtain material ies majors and early childhood minors are if the certificate holder is completing a master’s from the Education Department office provid- prepared to enter careers in education and/or degree or a higher degree program that is ing information concerning application proce- to continue on to graduate studies. The required for the professional certificate. dures, acceptance criteria, and a detailed pro- department’s mission is to develop compe- gram description. tent, knowledgeable, and reflective educators, Program enrollment for fall 2004 was thirty stu- who are capable of meeting the diverse learn- dents. Education students typically spend six- HONORS: To be eligible for departmental hon- ing and developmental needs of students teen weeks student teaching for thirty hours ors, a student must (1) complete all depart- within varied learning contexts. Education per week. In 2003–2004, eighteen students mental requirements for the education major studies graduates will be able to teach the completed their student teaching, and nineteen and have a GPA of 3.5 or higher for all course New York State Learning Standards, to think undergraduate students completed the pro- work taken in the department; (2) complete through complex educational situations, to gram. Of those nineteen, all took the ED350 with a grade of A- or better; (3) com- make effective teaching decisions, and to Assessment of Teaching Skills written test for plete ED351 with a grade of A for the research communicate ideas to students, colleagues, the New York State Teachers Certification paper or project, which must also be presented parents, and concerned citizens. Examination (NYSTCE). Skidmore’s pass rate to the faculty; and (4) have a GPA of 3.0 or was 100 percent. higher for all course work taken at Skidmore. A constructivist philosophy informs and directly affects the teaching of the Education Note: Changes in regulations enacted by the EARLY CHILDHOOD MINOR: Students wish- Department faculty. Students are challenged to New York State Board of Regents and the ing to pursue this minor should consult with construct, to participate in, and to take respon- State Legislature modify and take precedence the Education Department. Required courses sibility for their own learning and continued over the above certification procedures. include ED200 or PS207, ED213, 222, 231A, professional development. Students integrate 322, and one of the following: PS305, AR358, theory into practice at increasing levels of THE EDUCATION STUDIES MAJOR: The ED371, SB315, or ED314. responsibility and sophistication during field education studies major must successfully placement experiences. complete the following courses: EARLY CHILDHOOD CENTER: The center is a lab school affiliated with the Education The education studies curriculum is designed 1. ED200, 215, 231A or B, 233, 335, 336, 337, Department. As a lab school, its mission to foster the following core knowledge, abili- 344, 350 includes service to children and their families, ties, and commitments: delivering the content the education of college students, and knowledge of childhood education programs; 2. A minor in a liberal arts and sciences disci- research. The faculty and staff have expertise utilizing a constructivist model in instruction; pline in the supervision of college students’ lab applying critical thinking and problem solving experiences and in the design and implemen- skills; practicing communication and social 3. Liberal arts and sciences courses; one tation of learning experiences for young chil- interaction skills; integrating assessment and course from each of the following three cat- dren. Skidmore students, who may participate evaluation into reflective teaching practice; egories: American history, mathematics and through academic programs, the Work Study promoting cross cultural perspectives; facilitat- sciences, and social sciences and humani- Program, or volunteerism, have the opportunity ing social justice and equity for all students; ties. A list of recommended courses to fulfill to observe academic theory applied and tested and contributing as professional leaders. this requirement is available in the in the real world. The center operates a Education Department office. prekindergarten class and classes for three- The successful completion of a major in edu- and four-year-old children. cation studies prepares students as candi- The education studies major supports the New dates for an initial New York State certification York State Education Department guidelines, SECONDARY EDUCATION: Skidmore’s affili- in childhood education (grades 1–6). Students and it is approved by the New York State ated program with Union College leads to a may also choose to minor in early childhood Education Department. Prospective majors master of arts in teaching. See Preparation for education. should consult with Skidmore’s Department of Professions and Affiliated Programs. Education during the spring of their first year to

84 ED 100. EXPLORATION OF EARLY CHILDHOOD ED 216. HISTORY OF EDUCATION IN THE ED 231. CHILDREN’S LITERATURE 3 CLASSROOM TEACHING 1 UNITED STATES 3 A survey of children’s literature. Students will be intro- Observation and participation in the teaching pro- An examination, from a historical perspective, of the duced to a variety of genres, authors, and illustrators grams of the Skidmore Early Childhood Center. role of formal and informal education in the United with an emphasis on selection criteria and implemen- Students are required to participate a minimum of two States with particular attention to the origins and evo- tation of literature-based programs in the elementary hours per week in one of the assigned classrooms lution of the common school, the changing status of classroom. A consideration of trends and issues in under the supervision of the classroom teacher and children, and related social issues. Prerequisite: one children’s literature. Exploration of topics related to meet one hour a week with other participants and a course in United States history or American studies, censorship, gender roles, violence, and political and faculty member to discuss observation, experiences, or permission of instructor. (Fulfills LS2 requirement.) social themes: A. Literature for the young child, or B. and issues. Non-liberal arts. J. Rubin D. Riley Children’s Literature for the Elementary Child. Both sections are not open to first-year students. S. Lehr ED 103. INTRODUCTION TO TEACHING 3 ED 217. ALTERNATIVE EDUCATION IN THE Consideration of the role of the teacher, the nature of UNITED STATES: POLITICAL ED 233. EMERGENT LITERACY 4 the learner, conceptions of teaching, factors affecting AND SOCIAL PERSPECTIVES 3 A general introduction to children’s emergent literacy instructional decisions, philosophies of education that Alternative education models have historically been a using a sociopsycholinguistic framework. Topics guide the practice of teaching, curriculum innovations vital component of the educational environment of the include children’s language acquisition; the nature of and trends, and the school as an institution. Includes United States. Students will investigate a variety of language; language variations and implications for observation and field work in local schools, K–12. alternative education models from at least three per- teaching the history of the English language as a The Department spectives: historical, political, and social. Students in basis for exploring the history of reading instruction in this course will study the origins and motivations to the United States; basic linguistic concepts and their ED 104. HUMAN INTELLIGENCE(S) AND create alternative education models and the effects relation to controversial phonics instruction in the LEARNING ENVIRONMENTS 3 that implementation of these models may have on the United States; models of reading and an understand- The investigation, analysis, and evaluation of learning and policy decisions related to education at ing of the reading process; writing development in research, theory, and history concerning human intel- the local, state, and national levels. (Fulfills LS2 young children; the writing process and spelling ligence(s) and giftedness. Students will learn that requirement.) D. Riley development; the use of literature as the basis of the how and why we measure intelligence is related to reading program. Prerequisite: Open only to juniors the needs of a changing society. They will become ED 218. TEACHING THE WRITING PROCESS 4 admitted to the professional sequence or permission familiar with procedures for measuring intelligence Explores teaching writing in elementary schools of instructor. Fall semester. L. de la Luna and educational practices that respond to intellectual through an investigation of writing theory, research, diversity. They will also develop an appreciation for and practice. We will pay particular attention to both ED 261. THEMES IN EDUCATION 1–4 what it is like to possess exceptional or unusual children’s writing (primarily grades 2–6) as well as Introductory exploration of selected topics in educa- potential and better understand the unique character- students’ own college-level writing. Students will tion. Such topics may differ from year to year and istics, needs, and concomitant problems of gifted examine current literature in the field, investigate how might include: “Technology and Education,” “The learners. Students will examine qualities of learning theory can be enacted into practice, and develop Image of the Child in Literature,” “The Art of Picture environments that are responsive to these needs and their own writing as they participate in a writing Book Illustration,” and “Comparative Studies in abilities. Readings and audiovisual materials will be group. L. de la Luna Education.” This course may be repeated with a dif- used to demonstrate how theory informs practice. ferent topic. The Department J. Rubin ED 219. CULTURE, LITERACY, AND EDUCATION 4 ED 299. PROFESSIONAL INTERNSHIP IN ED 200. CHILD DEVELOPMENT AND Designed to familiarize students with recent theory EDUCATION 3 LEARNING 4 and research that has focused on the constitutive Internship opportunity for students whose curricular Development of the child from the prenatal period to relations among discourse, social practices, knowl- foundations and cocurricular experiences have pre- puberty, with a focus on the different domains of edge construction, and the formation of group and pared them for professional work related to the major learning, factors affecting learning, and learning individual identities and literacies. To arrive at a richer field. With faculty sponsorship and departmental processes. Students engage in systematic observa- understanding of these relations, we will examine approval, students may extend their educational tions in the Greenberg Child Care Center and the various linguistic, social, and cultural dimensions of experience into specialized educational programs Early Childhood Center on campus. In addition, stu- literacy. Among other things, we will focus on (a) such as preschool, gifted and talented, special needs dents participate in a service-learning project with sources of diversity in language and literacy use, (b) students, or educational administration. Does not children, families, or agencies that serve children. the effects of diversity on learning, teaching, and the count toward the major. Non-liberal arts. Students’ experiential work will be integral to the aca- distribution of power in classrooms and schools, and The Department demic course content. Required of majors. Not open (c) the supportive and contested relations among var- to juniors and seniors. Juniors who are declaring an ious language and literacy practices that are different- ED 314. EDUCATIONAL ASSESSMENT AND education minor may register with the professor’s sig- ly valued in different social contexts: schools, fami- THE nature. R. A. Levinson lies, communities, and so on. (Fulfills LS2 require- EXCEPTIONAL CHILD 3 ment.) L. de la Luna The study of educational assessment procedures and ED 213. THE EXCEPTIONAL CHILD IN THE instruments and their interpretation and application in ELEMENTARY SCHOOL 3 ED 222. THE YOUNG CHILD AND THE preparing educational environments for children who A comprehensive survey of the field of special educa- EDUCATIONAL PROCESS 3 are disabled and nondisabled. Students will develop tion with special emphasis on individual differences The study of child development and educational prac- comprehensive evaluation plans, design criterion ref- and the strategies for adapting programs to students tice as it pertains to young children from birth to eight erenced tests and observational systems, and assess with disabilities and gifted children. Topics will include years. The course includes a history of early child- individual children. Prerequisite: ED213. Spring the impact of PL 94-142 and Section 504 on the ele- hood programs and a consideration of different pro- semester. Non-liberal arts. D. Brent mentary school program. Fall semester. D. Brent gram models. Students will engage in extensive observation at the Skidmore Early Childhood Center, ED 322. LEARNING IN EARLY CHILDHOOD ED 215. SCHOOL AND SOCIETY 4 as well as selected off-campus environments, to SETTINGS 4 An introduction to the social, historical, and philo- strengthen understanding of models of early educa- The application of developmental curricula to learning sophical foundations of the issues involved in educat- tion. Prerequisite: ED200 or PS207. Fall semester. settings for young children. Students will participate ing young people in the United States. The social K. Brackett two half-days each week in a classroom setting within context of education in the U.S. is explored, including the Skidmore Early Childhood Center or in an early- the influence of the courts, politics, multiculturalism, childhood program within the community at the N-3 and recurring controversy over issues of race, class, level. The course will focus on planning strategies, and gender. In addition, this course will help students teaching styles and techniques, management, rele- develop the skills necessary for interpreting and vant legislation, issues and trends in the fields of resolving new issues as they arise, including a criti- education, as well as observation and assessment. cal, reflective perspective toward the public debate of Prerequisite: ED222. Spring semester. Non-liberal educational issues. (Fulfills social sciences require- arts. K. Brackett ment.) D. Riley

85 ED 330. JOURNEYS AND REFLECTIONS: ED 344. PRACTICUM IN INTEGRATED AN EDUCATIONAL STUDY PROGRAM CURRICULUM AND INSTRUCTION 4 English TO SOUTH AFRICA 3 Prepares students to make informed decisions relat- This course traces the origins and evolution of the ed to curriculum and instruction in elementary educa- Chair of the Department of English: Linda early childhood and primary education system in tion. Topics include lesson planning, choosing Simon South Africa after apartheid. The research focus for resources to support student learning, applying vari- students will be on post-apartheid effects on educa- ous instructional strategies including the use of tech- Associate Chair: Mason Stokes tion, changing family dynamics and their impact on nology, using assessment data to strengthen the early childhood and primary school programs for teaching/learning process, and learning to use self- Professors: Robert Boyers, Tisch Professor of South African children, the current state of language evaluation and reflection. The social studies curricu- Arts and Letters; Thomas S. W. Lewis; Murray and literacy, and the range of school designs. Site lum will be the focus for modeling integrated teach- visits will include private and government school set- ing. Throughout the semester students will have J. Levith; Phyllis A. Roth; Regina M. Janes; tings in cities, towns and townships, a Zulu village supervised observations as they practice their skills Terence Diggory; Steven Millhauser; Susan school, and a basic adult education center for street in elementary school classrooms. Taken concurrently Kress; Sarah Webster Goodwin; Victor L. people. A basic understanding of South African histo- with ED335, 336, and 337. Open only to juniors Cahn; Catherine Golden; Steve Stern; Linda ry, culture, and geography will be essential for stu- admitted to the professional sequence or permission Simon; Joanne Devine; Carolyn Forché dents to gain an understanding of the contemporary of instructor. Non-liberal arts. L. de la Luna educational dynamics. (Designated a Cultural Associate Professors: Rajagopal Diversity course.) K. Brackett, S. Lehr ED 350. ELEMENTARY EDUCATION STUDENT Parthasarathy, Philip Boshoff, Michael S. Marx, TEACHING 16 Kate Greenspan, Barbara Black, Susannah ED 323. ADOLESCENT DEVELOPMENT 3 Student teaching integrated with methods and materi- Examination of the adolescent period to determine als of teaching in the elementary school using a full- Mintz, Mason Stokes what characteristics distinguish this stage of life from time semester block plan. Seniors who have satisfac- that of childhood and adulthood. Readings from torily completed the junior year program and have Visiting Associate Professor: Janet Casey anthropological, historical, sociological, biological, demonstrated professional attitudes and practices psychological, and literary perspectives are used to included in the program description are eligible. Fall Assistant Professors: Linda Hall, Mark Rifkin investigate the adolescent experience and to deter- semester only. Non-liberal arts. The Department mine whether it is universal or particular. Visiting Assistant Professor: Jacqueline Prerequisites: ED200, PS101 or 207 or permission of ED 351. ISSUES IN EDUCATION 3 Scoones instructor. D. Brent Independent, supervised work researching and writing about a major issue in elementary education. ED 335. TEACHING READING IN THE Students will pursue topics that integrate work in the Writer-in-Residence: Greg Hrbek ELEMENTARY SCHOOL 4 major, minor, and educational issues, although other An advanced reading course which includes the topics may be considered for those students with a Lecturers: *Marc Woodworth, *Francois effective teaching of reading in the content areas, double major. Required of senior majors seeking Bonneville, Alison Barnes, *Elizabeth Huntley, constructing and administering informal reading departmental honors. ED351 is available on an indi- *Sandra Welter, *Martha Wiseman inventories, exploring current models of remediation vidual basis. Please see the chair of the department. and implementing thematic webbing in the elemen- The Department The English Department offers various per- tary classroom. Taken concurrently with ED336, 337, spectives on the study of language and litera- and 344. Prerequisite: ED233. Open only to juniors ED 361A, B. ADVANCED TOPICS IN ture. In consultation with a faculty advisor, stu- admitted to the professional sequence or permission EDUCATION 1, 3 of instructor. Non-liberal arts. S. Lehr Advanced study of selected topics in education. Such dents design their programs to meet individual topics may differ from year to year and might include interests and goals. While the introductory ED 336. TEACHING ELEMENTARY “The Classical Roots of Western Education,” “From requirement gives students an understanding MATHEMATICS AND SCIENCE 4 Orbis Pictus to Alice in Wonderland: The History of of genres, a foundation in literary history, and A course designed to introduce students to current Children’s Books,” and “A History of Women in training in close reading, the advanced principles and methods for teaching mathematics and Education.” This course may be repeated with a dif- requirement offers students an overview of the science in the elementary school. Topics and content ferent topic. (ED361C is designated a Cultural history of literature in English to provide a con- will be addressed using active-learning and coopera- Diversity course.) The Department text for their further study. tive-learning strategies, manipulative materials, active-assessment and technology-based-assess- ED 371, 372. INDEPENDENT STUDY IN ment techniques, and current research of interest and THE FOUNDATIONS OF THE ENGLISH MAJOR: In addition to fulfilling relevance to educators. Taken concurrently with EDUCATION 3, 3 or 1, 1 all-college requirements for the B.A. degree, ED335, 337, and 344. Open only to juniors admitted An opportunity for study in depth of an educational the English major requires a minimum of thirty- to the professional sequence or permission of instruc- problem. The topic is chosen by the student. One or two credit hours and a total of at least ten tor. Non-liberal arts. The Department more investigative approaches may be utilized, such courses (four at the 200 level and six at the as selected readings, field projects, and case studies. 300 level), as follows: ED 337. CHILD DEVELOPMENT II: THEORY Students should consult the chair of the department INTO PRACTICE 4 to plan their study. These units are or are not credited 1. Introductory requirement: four courses at An advanced course that increases specialized child as units in liberal arts, at the discretion of both the development knowledge and skills. Students will use department chair and the registrar (and, in exception- the 200 level course content and assignments in classroom situa- al instances, the Curriculum Committee of the tions to develop teaching practices that promote College). The Department a) Evolving Canon requirement: EN201, inclusive classroom learning environments. Topics 202, Evolving Canon I and II, in that include: general knowledge of the most common spe- AR 358. ART FOR CHILDREN 4 order cial needs and learning disabilities among elementary Introduction to the basic materials, methods, and b) Genre requirement: one course from school students; introduction to models of inclusion techniques used in the classroom as related to ele- classrooms; perspectives and approaches to behav- mentary school curriculum, children’s needs, inter- among EN211, 213, 215 ior and classroom management; teaching and learn- ests, and development. The role of art in a humani- c) Topics requirement: one course from ing processes that foster academic achievement and ties program will also be considered. Non-liberal arts. among EN205, 206, 207, 208, 217, 223, positive classroom communities; design and imple- D. Miller mentation of individualized interventions; and theories 225, 227, 229, 230, 231, 232, 234, 243 and strategies for social-skills building. Prerequisite: 2. Advanced requirement: six courses at the ED200 and open only to juniors admitted to the pro- 300 level fessional sequence. R. A. Levinson

86 a) Early Period requirement: one course Creative Writing: Six courses, including EN281 COURSES IN WRITING from among EN341, 342, 343, 344, 345, or 282; 211 or 213; at least two from the cate- 346, 347, 348, 363A, or when indicated in gory Advanced Courses in Language and Courses in Expository Writing and Rhetoric department prospectus copy, 377**, 378** Literature (other than EN371 and 372); and two courses taken from the following combinations: EN 100. ENGLISH LANGUAGE SKILLS 3 b) Middle Period requirement: one course Basic skills of the English language for special inter- from among EN315, 316, 350, 351, 352, (a) EN379 and 380; (b) two semesters of either EN379 or 380; (c) EN380 and either 381 or an est students requiring such a course. Non-liberal arts. 356, 357, 363B, or when indicated in The Department department prospectus copy, 377**, 378** Independent Study in writing; (d) EN379 and either 381 or an Independent Study in writing. c) Later Period requirement: one course EN 103. WRITING SEMINAR I 4 from among EN310, 311, 312, 313, 314, Introduction to expository writing with weekly writing Expository Writing: Six courses, including assignments emphasizing skills in developing ideas, 337, 338, 358, 359, 363C, 365, or when EN205 or 206; 207; 303 or an advanced writ- organizing material, and creating thesis statements. indicated in department prospectus copy, ing project developed within the guidelines of Assignments provide practice in description, defini- 377**, 378** EN373, 374, or 399; and two courses from the tion, comparison and contrast, and argumentation. d) Two additional courses from the cate- categories Introductory Courses in Language Additional focus on grammar, syntax, and usage. Students and instructor meet in seminar three hours gories Advanced Courses in Language and Literature and Advanced Courses in Language and Literature (other than EN371 a week; students are also required to meet regularly and Literature or Advanced Tutorial with a Writing Center tutor. This course does not fulfill Studies and 372). the all-College requirement in expository writing. The Department e) One additional 300-level English course. Students wishing to complete a minor in Note: Before enrolling in any 300-level course, English should file a Declaration of Minor with EN 105. WRITING SEMINAR II 4 majors must complete EN201, 202 in the Registrar before the last semester of the This seminar immerses students in the process of sequence, and EN211 or 213 or 215. The abili- senior year at Skidmore and maintain at least producing finished analytical essays informed by criti- ty to write is fundamental to the English major. a 2.0 grade average in their concentration for cal reading and careful reasoning. Special attention is The department strongly recommends that all the minor. Courses at the 100 level may not be given to developing ideas, writing from sources, majors complete at least one writing course credited toward the minor. Students who organizing material, and revising drafts. Additional emphasis is on grammar, style, and formal conven- from: EN205, 206, or 303. choose to pursue a minor without taking EN tions of writing. Students respond to one another’s 201/202 should be aware that they will require work in workshops or peer critique sessions. Weekly INTERDEPARTMENTAL MAJORS: In conjunc- special permission from the instructor to enroll informal writing complements assignments of longer tion with the relevant departments, the English in a 300-level course. finished papers. This course fulfills the all-College Department offers majors in English-philoso- requirement in expository writing. The Department phy, English-French, English-German, and Note: 200-level courses in English are open to English-Spanish. Students wishing to declare first-year students unless prerequisites or EN 105H. WRITING SEMINAR II 4 an interdepartmental major should consult with restrictions are stated in the description. The honors sections of EN105 offer highly motivated the chairs for specific program planning. See students with strong verbal skills the opportunity to refine their ability to analyze sophisticated ideas, to Interdepartmental Majors. ENHANCED COURSES: Selected English hone their rhetorical strategies, and to develop courses that ordinarily carry three credit hours cogent arguments. Toward these goals, students HONORS: Departmental honors are awarded may carry four credit hours when designated write and revise essays drawing upon a variety of to a senior major who has maintained the as enhanced courses, developing particular challenging readings and critique each other’s work required college and department grade aver- student skills and offering a distinctive with an eye to depth and complexity of thought, logic ages and who, by the end of the first semester approach to learning. Enhanced courses are of supporting evidence, and subtleties of style. The of the senior year, has filed with the department so designated in the master schedule and fol- English Department places some students in a Declaration of Intention to Qualify for Honors low one of the following models: EN105H and encourages other students to consult with their advisors, the director of the Honors Forum, or who has enrolled in Senior Thesis. In addi- or the director of the Expository Writing Program to tion to the necessary grade averages, qualifica- Research in Language and Literary Studies determine if this level of Writing Seminar is appropri- tion requires work of exceptional merit in a (designated xxxR): students develop research ate. Each section of EN105H focuses on a topic that Senior Thesis, Senior Project, Senior Research questions, establish bibliography, review rele- is listed in the master schedule and described in the Seminar, or Senior Honors Plan, specified in vant literature, assess sources, and present English Department’s prospectus and on its Web the student’s Declaration, that will represent a research findings in written reports and/or oral page. This course fulfills the all-College requirement culmination of the student’s work in the major. presentations. in expository writing. The Department

THE ENGLISH MINOR: Students wishing to Collaborative Learning in Language and EN 303H. PEER TUTORING PROJECT IN EXPOSITORY WRITING 4 declare a minor in English should consult with Literary Studies (xxxCL): students work collec- Examination of rhetoric, grammar, and composition the chair for specific program planning. The tively or independently to contribute to group theory essential to writing, collaborative learning, and minor normally includes six courses in one of products, make group presentations, and/or peer tutoring. Students practice analytical writing and three areas of concentration: present collaborative papers. critique expository essays. Weekly writing assignments and a term project explore composition theory Literature: Six courses, including three courses Writing in Language and Literary Studies and tutoring practices and analyze EN103 assign- from the category Introductory Courses in (xxxW): students spend additional time draft- ments. Participation in a weekly supervised peer Language and Literature, two courses from the ing, revising, and critiquing to hone their strate- tutoring practicum with EN103 students. Prerequisite: EN201 and 202 (in sequence); and EN211 or 213 or category Advanced Courses in Language and gies of argumentation and analysis, to assess 215; and upperclass standing; and permission of Literature (other than EN371 and 372), and a their writing in the context of professional liter- instructor. (This is an Honors course.) sixth course from either category. ary criticism, and to attend not only to content P. Boshoff, C. Golden, M. Marx, or L. Simon but also to style and voice in their critical papers.

Critical Perspectives in Literary Studies **EN364, 377, and 378 are generic descriptions; indi- (xxxCP): students study critical and/or theoreti- vidual offerings with those numbers may or may not cal perspectives and apply them to particular fit into the period designated by the requirement. Consequently, the department must approve require- literary works. ments fulfilled by EN377 or 378. 87 Courses in Poetry and Fiction Writing C. The Arts Review. Intensive practice in writing arts EN 208. LANGUAGE AND GENDER 3 reviews on topics such as art exhibits, music perform- Investigates the interaction of language and gender EN 281. INTRODUCTION TO FICTION WRITING 4 ances, dance, films, public lectures, and current litera- by raising questions about society and culture in rela- An introduction to the writing of short stories. Writing ture. Writing assignments focus on forms such as the tion to language use. Systematic examination of the and reading assignments are geared to the beginning short review, the essay review, and the profile. Reading following topics: the historical roots of both beliefs writer of fiction. Workshop format with the majority of of selected reviews by accomplished writers and critics, and practices related to gendered-language differ- class time devoted to discussions of student writing. and analysis of writing from the popular press, scholarly ences in speech and writing; differing structural and Prerequisite: EN211. (Fulfills arts requirement.) journals, and arts magazines. Requirements for the functional characteristics of the language used by K. Davis, S. Millhauser, S. Stern, or G. Hrbek course include attendance at arts events on the women and men; the development of these differ- Skidmore campus and throughout the Capital District. ences in early childhood and their personal and EN 282. INTRODUCTION TO POETRY social purposes; and the language behavior of men WRITING 4 D. Special Topics in Nonfiction Writing. Intensive and women in cross-cultural contexts. J. Devine An introduction to the writing of poetry. Writing and practice in a particular form of expository writing or reading assignments are geared to the beginning intensive exploration of a subject with special attention EN 211. FICTION 3 poet. Workshop format with the majority of class time to style and the development of the writer’s voice. Designed to enhance the student’s capacity to read devoted to discussions of student writing. Topics may include, for example, biography, technical novels and short stories. Explores fundamental tech- Prerequisite: EN213. (Fulfills arts requirement.) writing, or writing and the Internet. When offered as niques of fiction, such as symbol and myth, irony, C. Forché or R. Parthasarathy an honors course, this will be recorded as EN205H. parody, and stream-of-consciousness, within both conventional and experimental forms. Recommended EN 379. POETRY WORKSHOP 4 EN 206. WRITING ABOUT LITERATURE 3 preparation for advanced courses in fiction. (Fulfills Intensive practice in the writing of poetry. May be Writing and revising short critical essays on literary humanities requirement.) The Department repeated once for credit. Workshop format with most topics in various genres: drama, verse, prose fiction. class time devoted to discussion of student writing. Instruction in ordering ideas and in focusing a topic EN 213. POETRY 3 Reading and weekly writing assignments aimed at by assessing purpose and audience and by making Designed to bring the general student into a familiar increasing the poet’s range and technical sophistica- an acute thesis and choosing a voice for effect. Also relationship with the language and structure of poetry. tion. Prerequisite: EN201 and 202 (in sequence); and instruction in supporting the thesis and managing General readings from the whole range of English EN282; or permission of instructor. C. Forché secondary sources: qualities of evidence and reason- and American poetryfrom early ballads to contempo- ing; methods of persuasive demonstration and expla- rary free formsintroduce students to representative EN 380. FICTION WORKSHOP 4 nation; manners of citation. Primarily for sophomore poets and forms. Recommended preparation for all Intensive practice in the writing of fiction. May be and junior English majors, this course assists stu- advanced courses in poetry. (Fulfills humanities repeated once for credit. Workshop format with most dents already competent at writing explanatory requirement.) The Department class time devoted to discussion of student writing. essays to develop the more specialized skills Readings and weekly writing assignments aimed at demanded for writing about literature. Prerequisite: EN 215. DRAMA 3 increasing the fiction writer’s range and technical EN105 or 105H and either 211, 213, or 215; or per- The study of drama as literature. Reading of plays sophistication. Prerequisite: EN201 and 202 (in mission of instructor. The Department from different historic periods, focusing on modes of sequence); and EN281; or permission of instructor. comedy, tragedy, romance, tragicomedy, and melo- K. Davis, S. Millhauser, S. Stern, or G. Hrbek drama. Introduction to the varied possibilities of form, INTRODUCTORY COURSES IN LANGUAGE such as expressionism, naturalism, and the absurd. EN 381. ADVANCED PROJECTS IN WRITING 4 AND LITERATURE Recommended preparation for advanced courses in Workshop format concentrating on discussion of proj- drama. (Fulfills humanities requirement.) ects. The instructor determines whether the course EN 201. EVOLVING CANON I 4 The Department will be offered in fiction or in poetry. Preparation of The first of a coordinated pair of courses offering manuscript to be considered for departmental honors, instruction in key writers, important texts, and the his- EN 217. FILM 3 in support of application for graduate writing pro- torical sequence of literary movements from classical, Study of selected films that demonstrate the devel- grams, and/or for publication. Prerequisite: Two sec- continental, British, and American literature. Evolving opment of various rhetorical or expressive tech- tions in the workshop of the appropriate genre Canon I extends chronologically through the first half niques in the history of the movies. The course offers (EN379 for Advanced Projects in Poetry, EN380 for of the seventeenth century. Intended as a foundation practical approaches to film as a medium of commu- Advanced Projects in Fiction); or permission of for the English major, this course establishes a nication and as an art by examining a historical and instructor. The Department shared experience of texts and concepts. Required of international array of films, both English language all majors as preparation for 300-level courses. and subtitled, by such masters as Griffith, EN201 is a prerequisite for EN202. When offered as Eisenstein, Chaplin, Stroheim, Lubitsch, Murnau, Courses in Nonfiction Writing an honors course, this will be recorded as EN201H. Pabst, Lang, Clair, Sternberg, Renoir, Carne, (Fulfills humanities requirement.) The Department Hitchcock, Wells, Ford, DeSica, Rossellini, Ozu, Bergman, Antonioni, Ray, Truffaut, Resnais, Tanner, EN 205. NONFICTION WRITING 4 and others. Lab fee: $25. R. Boyers Intensive practice in writing nonfiction prose, with EN 202. EVOLVING CANON II 4 emphasis on expanding the writer’s options, finding a The second of a coordinated pair of courses offering EN 223. WOMEN AND LITERATURE 3 distinctive voice, and using strategies of inquiry, instruction in key writers, important texts, and the his- An introduction to the study of women and literature, description, exposition, argumentation, and persua- torical sequence of literary movements from classical, with particular attention to the various ways literary sion. Prerequisite: completion of college expository continental, British, and American literature. Evolving works have helped construct and also question differ- writing requirement. (This course may be repeated Canon II extends chronologically from the second ences between femininity and masculinity. Matters for credit with a different topic.) The Department half of the seventeenth century through the early twentieth century. Intended as a foundation for the considered include defining basic terms (character, English major, this course establishes a shared expe- plot, genre, author, sex, gender) and exploring the A. Argumentation. Instruction in classical and con- relations among those terms. The Department temporary argumentative writing. Practice in taking a rience of texts and concepts. Required of all majors stand and building a case. Analysis of arguments as preparation for 300-level courses. Prerequisite: EN 225. INTRODUCTION TO SHAKESPEARE 3 from the perspective of logic, rhetorical appeals, and Evolving Canon I. The Department Selected comedies, histories, and tragedies. Primarily audience. EN 207. THE NATURE OF LANGUAGE 3 for nonmajors. M. Levith, V. Cahn, or K. Greenspan B. Personal Experience and the Critical Voice. A general introduction to language with special EN 227. INTRODUCTION TO AFRICAN- Intensive practice in the writing of polished essays emphasis on the nature and structure of linguistic AMERICAN LITERATURE 3 that begin with the writer’s experiences and move on systems, the representation of meaning in language, A chronological exploration of literature by African- to explore the relationship of the self to the larger and social and biological aspects of human language. Americans from the early 1700s to the present, focus- world. Emphasis will be placed on finding a personal Topics include study of the origins and defining char- ing on changes in the content and style and the rea- voice, exploring a variety of contemporary issues, acteristics of language; the relationship between lan- sons for those changes, as well as on specific writers. developing one’s ideas, and effectively revising one’s guage and culture; the causes and impact of lan- (Fulfills Cultural Diversity requirement.) M. Stokes work. Readings include personal essays by both guage variation; children’s acquisition of language; classic and contemporary writers such as Montaigne, and the manipulation of language, especially in the Lamb, Didion, and Gates. media and in advertising. J. Devine

88 EN 229. SPECIAL STUDIES IN LITERATURE 3 EN 311. RECENT FICTION 3 EN 338. QUEER FICTIONS 3 Introduction to a selected topic in literature and/or Studies of selected works of fiction published since A study of twentieth-century gay and lesbian litera- language. May be repeated with a different topic. the 1960s, with particular reference to the expanding ture, with a focus on British and American authors. (EN229N is designated a non-Western course; possibilities of the genre. The readings feature Students will explore a literary tradition in which the EN229C is designated a Cultural Diversity course.) authors such as Donald Barthelme, Heinrich Boll, invisible was made visible—in which historically mar- The Department Jorge Luis Borges, Margaret Drabble, John Fowles, ginalized sexualities took literary shape. Questions to John Gardner, William Gass, Gabriel Garciá be considered include: What strategies have lesbian EN 230. THE BIBLE AS LITERATURE 3 Márquez, and Joyce Carol Oates. Prerequisite: and gay authors used to express taboo subject mat- Acquaints students with the contents of the Bible, EN201 and 202 (in sequence); and EN211 or 213 or ter, and how have these strategies interacted with introduces them to its history (dates of composition, 215; or permission of instructor. The Department and challenged more traditional narrative techniques? establishment of canon, history of translations , espe- How does the writing of queer sexuality recycle and cially in English), and provides practice in identifying EN 312. MODERN BRITISH NOVEL 3 revise notions of gender? What kind of threat does and interpreting Biblical allusion in literary works. Study of generic, thematic, and cultural relationships bisexuality pose to the telling of coherent stories? In Some attention will also be given to doctrines and among selected novels of early twentieth-century what ways do class, race, and gender trouble easy theological controversy. R. Janes writers such as Conrad, Ford, Joyce, Lawrence, assumptions about sexual community? Prerequisites: Forster, Woolf, and Huxley. Prerequisite: EN201 and EN201 and 202 (in sequence); and EN211 or 213 or EN 231. NON-WESTERN LITERATURE: THE 202 (in sequence); and EN211 or 213 or 215; or per- 215; or permission of the instructor. M. Stokes CLASSICAL WORLD 3 mission of the instructor. T. Lewis or P. Boshoff Hebrew, Sanskrit, Chinese, and Japanese literatures EN 341. SPECIAL STUDIES IN MEDIEVAL in translation; readings may include books from the EN 313. MODERNIST POETRY: 1890–1940 3 LITERATURE 3 Hebrew Bible; selections from the Mahabharata, the A study of major British, Irish, and American poets as Investigation of a special topic in medieval English lit- works of Kalidasa, Somadeva, Li Po, Tu Fu, Po Chu-i, exponents of modernityYeats, Lawrence, Moore, erature with special attention to medieval literary con- Wu Ch’eng-en, and Murasaki Shikibu. Students read Frost, Eliot, Pound, and Stevens. Prerequisite: ventions and to the cultural context in which they the texts in an interdisciplinary and cross-cultural con- EN201 and 202 (in sequence); and EN211 or 213 or developed. Topics studied may draw on the works of text. (Designated a non-Western culture course.) R. 215; or permission of the instructor. the Gawain-poet, Langland, Malory, and others, and Parthasarathy R. Boyers, T. Diggory, or R. Parthasarathy may focus on a genre, a theme, or a period. Prerequisite: EN201 and 202 (in sequence); and EN 232. NON-WESTERN LITERATURE: THE EN 314. CONTEMPORARY POETRY 3 EN211 or 213 or 215; or permission of the instructor. MODERN WORLD 3 A study of British, Irish, and American poets since the With permission of the department, the course may Hebrew, Hindi, Urdu, Bengali, Chinese, and 1930sAuden, Thomas, Larkin, Heaney, Lowell, be repeated once for credit. K. Greenspan Japanese literatures in translation; readings may Berryman, Plath, and Rich. Prerequisite: EN201 and include selections from the works of Agnon, Amichai, 202 (in sequence); and EN211 or 213 or 215; or per- EN 342. SPECIAL STUDIES IN CHAUCER 3 Oz, Megged, Yizhar, Premchand, Manto, Tagore, Lu mission of the instructor. Chaucer’s dream visions and The Canterbury Tales Xun, Zhang Jie, Kawabata, Mishima, Enchi Fumiko, R. Boyers, T. Diggory, or R. Parthasarathy (ca. 1370-1400). The social, economic, religious, and and Hayashi Fumiko. Students read the texts in an literary background of the High Middle Ages will clari- interdisciplinary and cross-cultural context. EN 315. EIGHTEENTH-CENTURY NOVEL 3 fy the satiric aspects of individual tales. Chaucer’s (Designated a non-Western culture course.) A generic, thematic, and cultural consideration of innovative handling of the conventions of frame and R. Parthasarathy selected romances and novels by Behn, Defoe, Swift, link-between-tales leads to speculation about the Richardson, Fielding, Sterne, Goldsmith, Burney, and structure of the fragment as a competitive sequence EN 234. WESTERN LITERATURE: THE Austen. The study begins with the formulae of fiction- and about the formal correlatives to a justice if not MODERN WORLD 3 al romance and examines the development of the judicial at least poetic. Prerequisite: EN201 and 202 Books of the New Testament; selections from the more sophisticated, psychological novel as it rises to (in sequence); and EN211 or 213 or 215; or permis- works of St. Augustine, Apuleius, Dante, Rabelais, eminence in English literature. Prerequisite: EN201 sion of the instructor. K. Greenspan Montaigne, Shakespeare, Cervantes, Swift, and 202 (in sequence); and EN211 or 213 or 215; or Nietzsche, and Dostoyevsky. (Fulfills humanities permission of the instructor. R. Janes EN 343. ELIZABETHAN AND JACOBEAN requirement.) The Department DRAMA 3 EN 316. NINETEENTH-CENTURY BRITISH Study of the drama of the late sixteenth and early EN 243. NON-WESTERN ENGLISH NOVEL 3 seventeenth centuries, exclusive of Shakespeare, but LITERATURE 3 A generic, thematic and cultural consideration of including such writers as Marlowe, Jonson, Webster, A study of the literatures in English from the Third selected novels by Austen, the Brontes, Thackeray, Beaumont and Fletcher. Prerequisite: EN201 and 202 World (India, Africa, and the Caribbean) since the Dickens, Eliot, Trollope, and others. Prerequisite: (in sequence); and EN211 or 213 or 215; or permis- end of colonialism. Major writers studied include EN201 and 202 (in sequence); and EN211 or 213 or sion of the instructor. Offered alternate years. Narayan, Rao, Anand, Achebe, Ngugi, Aidoo, Head, 215; or permission of the instructor. M. Levith or R. Janes Naipaul, Walcott, and Rhys. Students read the texts C. Golden or B. Black in an interdisciplinary and cross-cultural context. The EN 344. SPECIAL STUDIES IN SIXTEENTH- course examines the implications of the emergence EN 337. THE CONTINENTAL NOVEL 3 CENTURY POETRY AND PROSE 3 of English as a global lingua franca, the conditions of The continental novel as an expression of social, Topics, genres, traditions and authors selected from societies caught up between the opposing pressures intellectual, and artistic problems; not an historical the wide range of sixteenth-century non-dramatic lit- of tradition and modernity, and the displacement of survey. Readings may vary from one year to the next erature, poetry and/or prose. Topics studied may the oral by the written tradition. (Designated a non- but will include major authors such as Stendhal, draw on such authors as More, Sidney, Spenser, Western culture course.) R. Parthasarathy Flaubert, Dostoyevsky, Tolstoy, Proust, Gide, Mann. Shakespeare, and Queen Elizabeth. Selections will Prerequisite: EN201 and 202 (in sequence); and vary depending upon the area of interest emphasized EN211 or 213 or 215; or permission of the instructor. in a given semester. Prerequisite: EN201 and 202 (in ADVANCED COURSES IN LANGUAGE AND R. Boyers or S. Goodwin sequence); and EN211 or 213 or 215; or permission LITERATURE of the instructor. Offered alternate years. M. Levith or R. Janes EN 310. THE AMERICAN NOVEL 3 EN 345. SHAKESPEARE: COMEDIES, Critical approaches to the American novel. Readings HISTORIES, AND ROMANCES 3 may vary from one year to the next, but usually A study of selected comedies, histories, and include works by Hawthorne, Melville, James, romances. Prerequisite: EN201 and 202 (in Twain, Dreiser, Cather, Hemingway, Faulkner, sequence); and EN211 or 213 or 215; or permission Bellow, and Morrison. Prerequisite: EN201 and 202 of the instructor. M. Levith or V. Cahn (in sequence); and EN211 or 213 or 215; or permission of the instructor. S. Kress or M. Stokes

89 EN 346. SHAKESPEARE: TRAGEDIES 3 EN 357. THE RISE OF MODERN AMERICAN EN 364. ADVANCED SPECIAL STUDIES IN A study of ten tragedies. Prerequisite: EN201 and LITERATURE 3 LITERATURE AND LANGUAGE 3 202 (in sequence); and EN211 or 213 or 215; or per- Studies in American literature extending from the Civil Advanced study of a selected topic in literature mission of the instructor. M. Levith or V. Cahn War to World War I and remarking the disintegration and/or language. May be repeated with a different of Romanticism. Readings may vary from one year to topic. The Department EN 347. SPECIAL STUDIES IN SEVENTEENTH- the next, but usually include works by Twain, CENTURY POETRY AND PROSE 3 Howells, Dickinson, James, Chopin, Crane, Dreiser, EN 365. SPECIAL STUDIES IN JEWISH Topics, genres, traditions and authors selected from Wharton, Frost, and Robinson. Prerequisite: EN201 LITERATURE 3 the non-dramatic literature of the seventeenth centu- and 202 (in sequence); and EN211 or 213 or 215; or Topics, genres, traditions and authors selected from ry, poetry and/or prose. Selections will vary depend- permission of instructor. S. Kress or M. Stokes the wide range of Jewish literature both in English ing upon the area of interest emphasized in a given and in other languages (studied here in translation). semester. Topics studied may draw on such authors EN 358. TWENTIETH-CENTURY AMERICAN Special attention to the interaction of history, culture, as Donne, Jonson, Bacon, Burton, Locke, Newton, LITERATURE 3 and literature in a variety of forms, such as folktale, and others. Prerequisite: EN201 and 202 (in Studies in literature extending from World War I novel, journal and memoir. Depending on the focus in sequence); and EN211 or 213 or 215; or permission through the 1960s, with particular attention to the dis- a given semester, students may encounter, for of the instructor. Offered alternate years. tinctive forms and movements of twentieth-century instance, the wild, beautiful, tragicomic ghost of a lit- M. Levith or S. Mintz writing in America. Readings may vary from one year erature that haunts the Western canon at every turn, to the next, but usually include works by Cather, or the vital and indispensable contributions of Jews EN 348. MILTON 3 Fitzgerald, Hemingway, Porter, Eliot, Stevens, specifically to American literature. Prerequisites: Milton’s English poetry, the vision it expresses, and Faulkner, Hurston, O’Connor, Bellow, and Ellison. EN201 and 202 (in sequence); and EN211 or 213 or its stylistic range. The course focuses on a meas- Prerequisite: EN201 and 202 (in sequence); and 215; or permission of the instructor. S. Stern ured, close examination of Paradise Lost especially EN211 or 213 or 215; or permission of instructor. noticing its heritage, its structural genius, and its psy- S. Kress or M. Stokes EN 371, 372. INDEPENDENT STUDY 3, 3 chologizingand indicates the ways in which this epic Research in English or American literature and spe- anticipates the succeeding ages of great English fic- EN 359. MODERN DRAMA 3 cial projects in creative writing. Independent study tion. Prerequisite: EN201 and 202 (in sequence); and Modern writers and principal modes (realism, expres- provides an opportunity for any student already well EN211 or 213 or 215; or permission of instructor. sionism, absurdism) of drama since the late nine- grounded in a special area to pursue a literary or cre- Offered alternate years. M. Levith or S. Mintz teenth century. Focus on major British, Irish, and ative writing interest that falls outside the domain of American dramatists (such as Shaw, O’Casey, courses regularly offered by the department. The stu- EN 350. RESTORATION AND EIGHTEENTH- O’Neill, Miller, Osborne, Pinter) with reference to con- dent should carefully define a term’s work which com- CENTURY LITERATURE 3 tinental pioneers (such as Ibsen, Brecht, Ionesco). plements her or his background, initiate the proposal Literature in the ages of Dryden, Congreve, Swift, Prerequisite: EN201 and 202 (in sequence); and with a study-sponsor, and obtain formal approval Addison, Pope, Johnson, and Sheridan. Plays, EN211, or 213, or 215; or permission of the instructor. from the student’s advisor and the department chair. essays, and the tradition of derivative-epic poems, T. Diggory or V. Cahn Application to do such work in any semester should studied with regard to major social and intellectual be made and approved prior to preregistration for that dispositions of culture: humanism, the new science, EN 360. WOMEN WRITERS 3 semester or, at the very latest, before the first day of individualism, psychology, mercantilism, urbanization, Advanced studies in selected women writers. classes for the term. English majors may take only and sentimentality. The study appreciates the vigor- Students will read a group of women writers in the one Independent Study to meet requirements in ously renewed dramatic tradition from the reopening context of recent literary criticism and feminist theory. Advanced Courses in Language and Literature. of the theaters in 1660. It also recognizes the shift Issues addressed may include the relations among Prerequisite: EN201 and 202 (in sequence); and from patrician verse toward bourgeois prose manner gender and style, psychological constructs, genre, lit- EN211 or 213 or 215; or permission of the instructor. in literature. Prerequisite: EN201 and 202 (in erary history, audience, and social context. The Department sequence); and EN211 or 213 or 215; or permission Prerequisite: EN201 and 202 (in sequence); and of the instructor. R. Janes EN211 or 213 or 215; or permission of instructor. The Department ADVANCED TUTORIAL STUDIES EN 351. ENGLISH ROMANTICISM 3 Studies in English romanticism, its philosophic and EN 361. THEORIES OF LITERARY CRITICISM 3 EN 373, 374. SENIOR PROJECTS 3, 3 psychological departures from neoclassic poetry, and An examination of modern literary methodologies, This offering allows a senior the opportunity to devel- its consequences for modern literature. Emphasis on including new criticism, structuralism, archetypal criti- op a particular facet of English study that he or she is the major works of Blake, Coleridge, Wordsworth, cism, and psychoanalytic criticism. The course interested in and has already explored to some Byron, Keats, and Shelley. Prerequisite: EN201 and explores both the theories and their practical applica- extent. It could include such projects as teaching, 202 (in sequence); and EN211 or 213 or 215; or per- tion, with a concentration on a particular literary creative writing, journalism, and film production as mission of the instructor. S. Goodwin or B. Black problem of significance, such as the question of well as specialized reading and writing on literary top- meaning, the nature of the text, or the contribution of ics. Outstanding work may qualify the senior for EN 352. VICTORIAN LITERATURE AND reader response. Prerequisite: EN201 and 202 (in departmental honors. All requirements for a regular CULTURE 3 sequence); and EN211 or 213 or 215; or permission independent study apply. Prerequisites: EN201 and A study of nineteenth-century English literature and of instructor. The English Department will accept 202 (in sequence); and EN211 or 213 or 215; and thought, featuring such principal prose writers as PH330E as the equivalent of EN361. permission of department. The Department John Stuart Mill, Matthew Arnold, John Ruskin, T. Diggory or S. Goodwin Thomas Carlyle, Walter Pater, and William Morris, EN 377, 378. RESEARCH SEMINAR 4, 4 and such poets as Alfred Tennyson, Robert Browning, EN 363. SPECIAL STUDIES IN LITERARY A seminar in which students explore a topic, author, and Christina Rossetti. Emphasis is given to a wide HISTORY 3 or text while progressing through the stages of writing range of topics including political reform, evolution, Studies in one or two authors of the British and a research paper. Common discussion of individual the rise of liberalism, the hero in history, the meaning American traditions, or in a specific literary topic, projects and reading of published scholarship empha- of literary ideas, and conceptions of beauty. genre, or question in literary history or theory. size research as a process of shared inquiry. Prerequisite: EN201 and 202 (in sequence); and Prerequisite: EN201 and 202 (in sequence); and two Students practice research methods, present work in EN211 or 213 or 215; or permission of instructor. additional courses at the 200 level; or permission of progress, and complete a substantial paper. R. Boyers or B. Black instructor. Meets specific major requirements as des- Outstanding work may qualify the senior for depart- ignated: mental honors. May substitute for EN389. EN 356. AMERICAN ROMANTICISM 3 Recommended for seniors and advanced juniors. Studies in American literature in the first half of the A. Meets Early Period literature requirement Prerequisite: EN201 and 202 (in sequence); and nineteenth century, with particular attention to the B. Meets Middle Period literature requirement EN211 or 213 or 215; and permission of instructor. New England Transcendentalist movement. Readings C. Meets Later Period literature requirement The Department may vary from one year to the next, but usually O. Meets additional 300-level literature require- include works by Irving, Cooper, Poe, Hawthorne, ment Emerson, Thoreau, Fuller, Melville, Stowe, Douglass, The Department and Whitman. Prerequisite: EN201 and 202 (in sequence); and EN211 or 213 or 215; or permission of instructor. S. Kress, T. Lewis, or M. Stokes 90 EN 389. PREPARATION FOR THE SENIOR Environmental Studies THE ENVIRONMENTAL STUDIES MAJOR: As THESIS 3 a foundation for the major, all students must Required of all second-semester junior or first-semes- Director of the Environmental Studies Program take ES100 and either 104 or 105. As a cap- ter senior English majors who intend to write a thesis stone to the major, students must take (EN390). Under the direction of a thesis advisor, the and Assistant Professor: Karen Kellogg student reads extensively in primary and secondary ES367/368 Junior Seminar in Environmental sources related to the proposed thesis topic, devel- Affiliated Faculty: Studies and ES375 Case Studies in ops his or her research skills, and brings the thesis Environmental Sustainability. In addition, ES topic to focus by writing an outline and series of brief American Studies: Mary Lynn, Gregory Pfitzer majors must meet the core requirements for papers which will contribute to the thesis. Offered Anthropology: †Michael Ennis-McMillan, one of the two ES tracks (i.e., Social & Cultural only with approval in advance by the department. Perspectives or Environmental Science). Prerequisite: EN201 and 202 (in sequence); and Susan Bender Biology: Catherine Domozych, David Students who major in ES and plan to attend EN211 or 213 or 215; or permission of instructor. graduate or professional schools are encour- The Department Domozych, †Corey Freeman-Gallant, Roy Meyers, Joshua Ness, Monica Raveret aged to design programs of study that meet EN 390. SENIOR THESIS 3 Richter, Sue Van Hook admission requirements for graduate or profes- Intensive writing and revising of a senior thesis under Chemistry: Steven Frey, Raymond Giguere, sional schools of their choice. the close guidance of the student’s thesis committee. †Judith Halstead, Vasantha Narasimhan, The thesis provides an opportunity for English majors Shannon Stitzel HONORS: ES Program honors are awarded to to develop sophisticated research and writing skills, Computer Science: Robert DeSieno an ES senior who has maintained the required read extensively on a topic of special interest, and college and department grade averages and produce a major critical paper of 40 to 80 pages. Not Economics: Monica Das, Mehmet Odekon, Lynda Vargha who, by the end of the first semester of the required for the English major but strongly recom- senior year, has either registered for or mended as a valuable conclusion to the major and as English: Sarah Goodwin, Linda Simon preparation for graduate study. Prerequisite: EN377 Geosciences: Katharine Cartwright, Richard enrolled in ES376 Senior Thesis. In addition to or 378 or 389; and approval in advance of the thesis Lindemann, Kimberly Marsella, †Kyle the necessary grade averages and an A- or proposal by the department. The Department Nichols better on the ES senior thesis, the student Government: Roy Ginsberg, Katherine Graney, must receive the recommendation of the ES EN 399. PROFESSIONAL INTERNSHIP IN †Robert Turner, Aldo Vacs, Christopher program. See the ES Director or the ES Web ENGLISH 3 or 6 Whann page for additional information on senior thesis Professional experience at an advanced level for jun- proposal submission. iors and seniors with substantial academic and cocur- Library: Barbara Norelli Management and Business: James Kennelly, ricular experience in the major field. With faculty Social and Cultural Perspectives Track sponsorship and department approval, students may K. Gary McClure extend their educational experience into such areas Mathematics: Una Bray as journalism, publishing, editing, and broadcasting. Philosophy and Religion: William Lewis, The Social and Cultural Perspectives track Work will be supplemented by appropriate academic Stephen Butler Murray, Mary Stange draws upon disciplinary and interdisciplinary assignments and jointly supervised by a representa- Physics: William Standish foundations in the social sciences, humanities, tive of the employer and a faculty member of the Sociology: Catherine Berheide, †Rik Scarce and arts to build understanding of how department. Only three semester hours credit may changes in the environment affect social count toward the 300-level requirement of the major. †Environmental Studies Steering Committee organization and cultural development. Prerequisite: EN201 and 202 (in sequence); and Conversely, these courses also focus on how EN211 or 213 or 215; or permission of instructor. Must be taken S/U. The Skidmore College Environmental Studies society and culture shape the environment and Program (ES) builds upon and enhances the on the consequences of that influence. This mission of the College. First, the program track is well-suited for students interested in helps students become environmentally literate environmentally related activities in literature, citizens. Such citizens as consumers, parents, journalism, education, sustainable develop- voters, and community leaders will serve soci- ment, policy and law, social service, public ety by acting responsibly as we face the envi- health, and resource management. ronmentally related challenges of the new century. Secondly, the program provides an under- Students in the Social and Cultural standing of the connections between academic Perspectives track must successfully complete fields and an interdisciplinary perspective in at least thirty-nine to forty-two credits in the preparation of students interested in envi- approved courses that count toward the ES ronmentally oriented career paths in a wide major. In addition to meeting the general diversity of disciplines. requirements for the major, students take a series of core courses (no more than two Students and faculty in the ES program investi- courses from the same discipline; at least six gate the interrelationships among cultural tradi- credits at the 300 level): four to five courses tions, social change, and institutions, and the from ES Cluster A: Culture, Society and the physical and biological environment in which Environment (totaling at least fourteen credits); we live. Because of their increasing complexity, three additional courses from ES Cluster B1: emerging environmental issues require knowl- Exploring the Natural World (at least one edge, methods, and responses that flow from course with a lab; a total of ten to twelve cred- many disciplines. Hence the program depends its); and one course from ES Cluster C: heavily on an appropriately balanced under- Interface of the Natural and Social Worlds standing of many perspectives drawn from the (three to four credits). The faculty also strongly natural and social sciences, humanities, arts, recommend that students take MS104E and pre-professional programs. The ES major Introduction to Statistics prior to enrolling in culminates in a team-oriented capstone project, ES367/368 Junior Seminar and take an appro- ES 375, that merges theory into practice by priate methods course from the social sci- employing the student’s environmental skills ences or humanities as preparation for the and knowledge in the examination and presen- capstone project. tation of an environmental issue.

91 Environmental Science Track CLUSTER A: Culture, Society, and the Environmental Studies Curriculum Environment The Environmental Science Track affords study ES 100. ENVIRONMENTAL CONCERNS IN of the physical, chemical, and biological aspects Courses in this cluster examine the social and PERSPECTIVE 3 of environmental issues, and to a significant cultural dimensions of environmental issues. An interdisciplinary, multiple-perspective approach to degree, encourages exploration of how these Drawing upon disciplinary and interdisciplinary the study of environmental concerns. In this course, students study the interaction of human beings and aspects influence and are influenced by people foundations in the social sciences, humanities, their social, political, and economic institutions with and institutions. The courses in the core of this and arts, these courses provide the student the natural environment. Issues such as air pollution, track provide students with a foundation in envi- with an understanding of how changes in the water pollution, and land management are discussed ronmental issues from the perspectives of the environment affect social organization and cul- from the perspectives of both the natural sciences natural sciences and mathematics. This track is tural development. Courses in this cluster also and the social sciences. Local, regional, national, particularly well-suited for students interested in examine how society and culture affect the international, and historical perspectives on these careers that require understanding of the scien- environment and influence human response to issues are also discussed. Prerequisite: QR1. tific principles underlying environmental issues. environmental issues. Cluster A courses J. Halstead, K. Kellogg emphasize social and cultural perspectives ES 105. FIELD STUDIES IN ENVIRONMENTAL Students in the Environmental Science track (i.e., social sciences, humanities, and arts), SCIENCE 4 must successfully complete at least forty-seven although concepts in the natural sciences may An interdisciplinary approach to the study of environ- to fifty-six credits in approved courses that be introduced as background material. Cluster mental issues. The primary focus of this course is a count toward the ES major. In addition to meet- A courses apply to the ES minor and both drinking water supply for Saratoga Springs, ing the general requirements for the major, stu- tracks of the ES major. Loughberry Lake. The sources of the lake’s water sup- dents take a series of core courses, which ply, chemical characteristics of the lake, and the nature begins with CH112 Environmental Chemistry CLUSTER B1 AND B2: Exploring the of the land surrounding the lake, including Skidmore’s (or CH105 & 106 Chemical Principles I & II), Natural World North Woods, are considered from a biological, chemical, and geological perspective. The course involves GE207 Environmental Geology, and BI240 laboratory and field work and emphasizes the scientific Environmental Biology (a total of eleven to fif- Courses in this cluster examine the physical method, and techniques and theories used to meas- teen credits). These courses provide a basis for and biological aspects of environmental issues ure, analyze, and describe changes in the environ- understanding the breadth of environmental and, to a significant extent, examine how ment. Three hours of lecture, three hours of lab a science by examining environmental issues these aspects influence and are influenced by week. Prerequisite: QR1. (Fulfills natural sciences through the lenses of three natural sciences. people. These courses offer students a scien- requirement; fulfills QR2 requirement.) S. Frey, tific foundation in environmental issues by K. Kellogg, K. Marsella, K. Nichols, S. van Hook With this foundation in place, students will then drawing on disciplinary and interdisciplinary explore the natural sciences in upper-level courses in biology, chemistry, geology, mathe- ES 221. SUSTAINABLE DEVELOPMENT 3 Examination of the tension between the need for eco- courses, but will have a firm comprehension of matics, physics, and/or other disciplines. nomic development by less developed countries and how the concepts apply to environmental sci- Cluster B courses emphasize the natural sci- the necessity to protect and preserve global environ- ence in particular. In order to build depth within ences, although social and cultural dimensions ment. We will explore both domestic issues facing the core, students will take a concentration of may be introduced as background material. developing countries as they struggle to address their three courses within one natural science disci- Cluster B1 courses apply to the ES minor and economic and environmental problems, and how their pline (i.e., biology, chemistry or geology) from the Social and Cultural Perspectives track of relationship with the rest of the international commu- ES Cluster B2. Two of these courses must be the ES major, whereas the extended list of B2 nity influences their decisions. We will use various at the 300 level, the third must at least be 200 courses applies to the Environmental Science case studies (e.g., international fisheries) to explore the interplay between the environment, society, and level, and two of the three must be lab courses track of the ES major. economics on both local and global levels. (a total of eleven to fourteen credits). In addi- Prerequisite: QR2. K. Kellogg tion, students are required to take one 200- or CLUSTER C: Interface of the Natural and 300-level course from ES Cluster B2 in a natu- Social Worlds ES 241. ADIRONDACK WILDERNESS ral science discipline outside of the concentra- EXPERIENCE 4 tion discipline (three to four credits), one Courses in this cluster examine the interdisci- The Adirondack Park is the birthplace of the course from ES Cluster A: Culture, Society and plinary dimensions of environmental issues by American concept of wilderness and land conserva- Environment (three to four credits), one course exploring the complex interrelationships of the tion. It is the second oldest park in the U.S. and the from ES Cluster C: Interface of the Natural and social and natural worlds. Cluster C courses largest publicly protected area in the contiguous United States, larger than Yellowstone, Everglades, Social Worlds (four credits), and MS104E give students an interdisciplinary view of envi- Glacier, and Grand Canyon parks combined. Today, it Introduction to Statistics (four credits). ronmental issues by providing a nearly equal is on the cutting edge of how to turn the abstract prin- emphasis on social and cultural perspectives ciples of environmental sustainability into a set of fea- THE ENVIRONMENTAL STUDIES MINOR: as well as natural science perspectives, and sible political, economic, and ecological principles. The minor requires completion of twenty-two to the relationship of these perspectives to one This class will examine the natural setting of the park, twenty-seven credit hours, including: another. These courses develop an apprecia- the environmental impact of humans on the park, the tion for and thoughtful response to environ- evolution of popular views of the wilderness, the 1. Foundation course: ES100, Environmental mental issues by developing knowledge and attempts to balance development and preservation, the prospects of bio-regional level governance, and Concerns in Perspective skills forged through learning and integration of the major challenges to ecological, social, and eco- the social sciences, natural sciences, humani- nomic success in the Adirondack Park. The emphasis 2. Cluster A courses: Culture, Society, and the ties, and arts. Cluster C courses apply to the of the course is on experiential learning and will Environment (six to eight credits) ES minor and both tracks of the ES major. involve various hikes and/or canoe trips into the wilderness itself. Summer only. 3. Cluster B1 courses: Exploring the Natural R. Turner, K. Nichols World (six to eight credits)

4. Cluster C courses: Interface of the Natural and Social Worlds (three to four credits)

No more than two courses taken in a discipline may be counted for the ES minor.

92 ES 251. TOPICS IN ENVIRONMENTAL temporary readings will serve as a foundation for dis- Cluster B1 STUDIES 3 cussion related to the service-learning project in the An interdisciplinary examination at the intermediate course, while primary literature will be used to guide BI 115H Ecology of Food level of a subject area in environmental studies not students through the appropriate methodologies for BI 140 Marine Biology available in existing course offerings. Specific topics the project. The course culminates in the presentation BI 160 Conservation Biology vary by instructor, discipline, program and semester. of the service-learning project to environmental stud- BI 180 Economic Botany The course, in a different subject area, may be ies faculty, students, and community members. BI 190 Population Biology repeated for credit. Prerequisite: Permission of the Prerequisite: ES367/368. BI 240 Environmental Biology director of the Environmental Studies Program. ES affiliated faculty member BI 241 Ecology BI 325 Tropical Ecology ES 281. DISEASE AND THE ENVIRONMENT 3 ES 376. SENIOR THESIS 3 BI 327 Conservation Ecology w/o lab An introduction to the study of the relationship An opportunity for in-depth research or independent BI 370 Computer Modeling of Biological Systems between disease and the environment. We will study study under supervision of an appropriate ES affiliat- CH 111 Environmental Chemistry w/o lab the epidemic of cholera in industrial Britain, the evi- ed faculty member. This course is required of all CH 112 Environmental Chemistry w/ lab dence linking smoking to lung disease, the relation- majors who wish to be considered for ES honors. A ES 105 Field Studies in Environmental Science ship between exposure to lead and developmental proposal for the thesis project, prepared in consulta- GE 101 Earth Systems Science problems in children, and other important cases in tion with the faculty project advisor and second read- GE 112 Oceanography: Introduction to the Marine the history of epidemiology that yielded a link to envi- er, must be submitted to the ES Program during the Environment ronmental causes. We will continue using a “case semester prior to enrollment. See the ES Director or GE 113H Dangerous Earth study” approach to examine current issues in envi- ES Web site for additional information on thesis pro- GE 207 Environmental Geology ronmental disease. Students will be encouraged to posal submission. The Program GE 208 Origin and Distribution of Natural learn problem-solving and technical skills as they Resources work together to prepare their own group case. ES 399. PROFESSIONAL INTERNSHIP IN GE 211 Climatology Prerequisite: QR2. U. Bray ENVIRONMENTAL STUDIES 3, 6 Interdisciplinary professional experience at an Cluster B2 ES 351. ADVANCED TOPICS IN advanced level for juniors or seniors with substantial ENVIRONMENTAL STUDIES 3 academic experience in environmental studies. With BI 237 Plant Biology An interdisciplinary examination at the advanced level faculty sponsorship and Environmental Studies BI 241 Ecology of a subject area in environmental studies not avail- Program approval, students may extend their educa- BI 307 Ornithology able in existing course offerings. Specific topics vary tional experience in environmentally related interdisci- BI 316 Animal Behavior by instructor, discipline, program and semester. The plinary areas such as environmental consulting, envi- BI 324 Evolution course, in a different subject area, may be repeated ronmental advocacy, environmental law, and environ- BI 325 Tropical Ecology for credit. Prerequisite: Permission of the director of mental outreach. The intern must produce a research BI 327 Conservation Ecology w/o lab the Environmental Studies Program. paper related to the area of the internship, on a topic BI 338 Plant Biotechnology approved by the faculty sponsor and the on-site BI 370 Computer Modeling of Biological Systems ES 367, 368. JUNIOR SEMINAR IN supervisor. Only three semester hours of ES399, CH 221 Organic Chemistry I ENVIRONMENTAL STUDIES 1 371, or 372 may count toward the major or minor. CH 222 Organic Chemistry II A seminar required of all environmental studies CH 303 Modern Analytical Chemistry majors during their junior year and taken at least one Cluster Courses CH 353 Topics in Environmental Chemistry semester before starting the senior capstone project. GE 204 Structural Geology Seminar discussion focuses on topics in environmen- Foundation course for the ES minor and major: GE 208 Origin and Distribution of Natural tal studies and is designed to help students identify Resources senior research topics as well as enhance students’ ES 100 Environmental Concerns in Perspective GE 301 Hydrogeologic Systems research, written and oral communication skills relat- GE 304 Geomorphology ing to environmental studies. The course includes GE 309 Field Techniques presentations and discussions by students and guest Cluster A GE 311 Paleoclimatology lecturers, field trips, and a community service project. GE 315 Sedimentology The course culminates in the presentation of prelimi- AM 232H New England Begins GE 316 Stratigraphy nary research proposals for senior capstone projects. AM 250A Regional Culture: “The Hudson River” AM 250B Regional Culture: “The West” Seminar participants must attend senior capstone Cluster C project presentations. The course is offered on a sat- AM 250D Regional Culture: “New England” isfactory/unsatisfactory basis. Prerequisite: Declared AM 260B The Machine in the Garden environmental studies major. AN 268 People and the Environment in China AN 344 Anthropology & Environmental Health EC 316 Economics of Development AN 345 Ecological Anthropology EC 343 Environmental & Resource Economics ES 221 Sustainable Development ES 241 Adirondack Wilderness Experience ES 371, 372. INDEPENDENT STUDY IN EN 363B Literature and the Environment ES 281 Disease in the Environment ENVIRONMENTAL STUDIES 3, 6 EN 378 Romanticism and Environmentalism in LS2 103 Science, Technology, & National Security An opportunity for qualified students to pursue inde- Britain LS2 114 Crises in Life: Theory and Practice of pendent study or research in environmental studies GO 231 Environmental Politics and Policy Mass Extinction under the supervision of an appropriate faculty mem- GO 338 International Diplomatic Negotiations LS2 146 Environmental Issues ber. The written study proposal must be approved by GO 339 International Political Economy and the LS2 160 A Green World: Human/Plant Coevolution the Environmental Studies Program before registra- Environment LS2 166 Human Interaction with the Land tion for the course. The student must produce a GO 355 African Politics LS2 207 Seeds of Change major research paper approved by the faculty spon- GO 356 Africa in International Affairs LS2 213 Radiation and the Environment sor and the ES Program. Only three semester hours HI 215A Topics: U.S. Environmental History of ES399, 371, or 372 may count toward the major or IA 101 International Affairs Core Course minor. LS2 137 Business & the Natural Environment PH 255 Environmental Philosophy ES 375. CASE STUDIES IN ENVIRONMENTAL RE 225 Religion and Ecology SUSTAINABILITY 4 SO 223 Environmental Sociology A research-oriented capstone course required of all SO 331 Women in the Global Ecomony environmental studies majors during their senior year. WS 210 Ecofeminism, Women and the Building on ES367/368 Junior Seminar in Environment Environmental Studies, this course is designed to enhance students’ research, written, and oral communication skills relating to environmental studies, and to strengthen their awareness of environmentally related issues by engaging students in a semester- long service-learning project. Case studies and con- 93 Exercise Science Students interested in professional courses of EX 212. INTRODUCTION TO SPORTS study at the graduate level should consult with MEDICINE AND ATHLETIC TRAINING 3 An introduction to the field of sports medicine in gen- Chair of the Department of Exercise Science: the chair of the department so that the necessary biology, chemistry, physics, psychology, eral and athletic training in particular. Through lec- Denise Smith tures and labs students will learn basic evaluation, and other prerequisites become part of the management, and prevention of athletic injuries as Professors: P. Timothy Brown, Jeffrey four-year curriculum plan. well as current methods of sports conditioning. Segrave, Denise Smith Prerequisite: EX126, 127, or permission of instructor. HONORS: To be considered for honors in Non-liberal arts. M. Garcia or J. Fichera Associate Professors: Patricia Fehling, Paul exercise science students must meet the Arciero College grade-point average requirement of EX 241. EXERCISE TESTING AND 3.0 overall and 3.5 in the major. Students must PRESCRIPTION 4 Exploration of the theoretical and applied aspects of Teaching Associates: Jennifer Plourde, Ron also receive a grade of at least A- in EX374 or 375, Senior Research, a capstone experience exercise testing and exercise prescription. Students Plourde, Christine Jenkins, Michael Garcia will study the role of exercise testing in predicting dis- required of all majors. ease, assessing fitness level, and prescribing exer- Laboratory Instructor: Karen Arciero cise programs. Attention will be given to the develop- THE MINOR IN EXERCISE SCIENCE: The ment of appropriate exercise prescriptions to various THE MAJOR IN EXERCISE SCIENCE: minor consists of five courses to include populations. Prerequisites: EX111 and CPR certifica- Exercise science comprises the study and EX111, 119, 126, 127, 311; one physical activi- tion. Non-liberal arts. P. Fehling expansion of knowledge concerning the rela- ty course in weight training,** and one physical activity course in an aerobic fitness activity.*** EX 242. PRINCIPLES OF NUTRITION FOR tionship between physical activity and human HEALTH AND PERFORMANCE 4 health. Course work and research emphasize This course explores the theoretical and applied an understanding of the effects of acute and EX 111. INTRODUCTION TO EXERCISE SCIENCE 4 aspects of human nutrition. Particular emphasis will chronic exercise on human function and An introduction to the scientific basis of physical be placed on the metabolism of the macro and micro health, and the physiological and biochemical activity. Emphasis is placed upon the study of the nutrients and the nutrient requirements of various mechanisms that underlie the response and physiological change and adaptations that occur as a populations (young and old; sedentary and active; adaptations to exercise. Underlying the cur- result of the stress of exercise. Students will be healthy and unhealthy). The laboratory component of riculum is a commitment to physical fitness, active participants in laboratory experiments that this course will focus on laboratory procedures used to quantify body composition, energy expenditure, health promotion, and disease prevention. examine the body’s response to exercise. Three hours of lecture, two hours of laboratory per week. and nutrient intake and clinical tests to assess nutritional adequacy and health status. The goals of this The bachelor of science degree in exercise (Fulfills natural sciences requirement.) P. Fehling or P. Arciero course are to describe and calculate nutritional science is designed to prepare students for requirements, learn validated techniques of body composition analysis, energy expenditure, nutritional graduate study and careers in exercise sci- EX 119. SPORT AND SOCIAL ISSUES 3 intake, and clinical and biochemical assessment ence and allied health fields. The exercise An introduction to the academic study of sport and using a human model. Applying the nutrition princi- science major serves as the academic foun- the use of sociological, psychological, historical, and ples and laboratory techniques learned in the course dation for advanced studies in several sub- philosophical tools for the study of critical issues sur- will be useful in assessing nutritional adequacy of rounding the cultural phenomenon of sport. (Fulfills disciplines of the field, including: exercise various populations—including children and adults, social sciences requirement.) J. Segrave physiology, bioenergetics, nutrition, sports sedentary and active and healthy and diseased indi- medicine, biomechanics, and kinesiology. The viduals. Prerequisites: CH103 or CH110, and EX111, major can also serve as the academic foun- EX 126. HUMAN ANATOMY AND or permission of instructor. Non-liberal arts. dation for advanced study and careers in PHYSIOLOGY I 4 P. Arciero Students will actively study the structure and function allied health fields, including physical therapy, of the human body. Students will acquire an under- EX 299. PROFESSIONAL INTERNSHIP IN athletic training, cardiac rehabilitation, and standing of fundamental principles of biochemistry, EXERCISE SCIENCE 3 occupational therapy. cell biology, and histology, as well as the integumen- An internship opportunity for students whose curricu- tary, skeletal, muscular, and nervous systems. lar foundations and cocurricular experience have pre- Students will explore the interdependence of struc- Students who major in exercise science must pared them for professional work related to the major ture and function at both the cellular and system field. With faculty sponsorship and department level. Three hours of lecture, two hours of laboratory 1. fulfill the general College requirements; approval, students may extend their educational a week. (Fulfills natural sciences requirement.) experience into such areas as sports medicine, phys- D. Smith 2. complete nine courses in exercise science ical therapy, and related fields. Prerequisite: CPR cer- as listed below; tification may be required depending upon the nature EX 127. HUMAN ANATOMY AND of the internship. Non-liberal arts. Must be taken S/U. PHYSIOLOGY II 4 3. complete two physical activity courses as A continuation of the study of the structure and func- EX 311. PHYSIOLOGY OF EXERCISE 4 listed in the Physical Activity section; tion of the human body. Students will study the circu- Exploration of the physiological changes in the latory, respiratory, digestive, urinary, endocrine, human body that occur during physical activity as immune, and reproductive systems. Emphasis is 4. complete CH103, 105, 107H, or 110 (prefer- well as the structural and physiological adaptations placed on understanding the interrelationships among ably in the first year); and that occur as a result of a training program. Students the body systems and their role in maintaining home- will be active participants in laboratories that investi- ostasis. Three hours of lecture, two hours of lab a gate the physiological mechanisms responsible for 5. have CPR certification by the end of the week. Prerequisites: EX126. (Fulfills natural sciences the exercise response and training adaptations. second year. requirement.) D. Smith Prerequisites: EX111, 126, 127, 241 and CPR certifi- The nine courses in exercise science must cation. Three hours of lecture, three hours of lab. D. Smith include EX111, 119, 126, 127, 241, 311, 355, 361, and 374 or 375. The two physical activity EX 355. RESEARCH DESIGN 4 courses must include one semester hour in An examination of the fundamental concepts of weight training,** and one semester hour in an research design in the field of exercise science. aerobic fitness activity.*** Students will learn and practice specific research skills in exercise science. The course includes the **chosen from beginning weight training, intermediate preparation and presentation of a thesis proposal and weight training, bodybuilding, or power lifting prepares students for EX374 and 375. Prerequisites: two EX theory courses. The Department ***chosen from swim for fitness, advanced swim for fitness, marathon training or self-paced fitness 94 EX 361. TOPICS IN EXERCISE SCIENCE 3 EX 374, 375. SENIOR RESEARCH 3, 3 Advanced study in special topics or current issues. A capstone experience required of all exercise sci- Foreign Languages and The specific topic will vary each time the course is ence majors. Study involves research in the discipline Literatures offered. May be repeated for credit with a different of exercise science. Students work on a specialized topic. topic chosen during the fall semester in consultation Chair of the Department of Foreign Languages with a member of the department faculty who agrees and Literatures: Patricia Rubio A. Nutrition and Bioenergetics. An investigation of to serve as advisor. This course will include a written the many specific aspects of nutrition in health and and oral presentation of the completed thesis to a exercise. Students will acquire an understanding of research committee. Prerequisite: EX355 and CPR Professors: John Anzalone, Juan-Carlos the biochemical and physiological adaptations follow- certification. Non-liberal arts. The Department Lértora, Giuseppe Faustini, Patricia Rubio ing nutritional manipulation and supplementation. Primary focus will be on recent research examining EX 376. SEMINAR 3 Associate Professors: Grace Burton, Mao nutrient metabolism in exercise and disease preven- This course provides an exploration of a variety of Chen, Hédi A. Jaouad, Michael Mudrovic, tion. Prerequisites: CH103, EX111, 126, 127. perspectives and issues in exercise science. Mary-Elizabeth O’Brien, Viviana Rangil, Shirley P. Arciero The Department Smith, Marc-André Wiesmann, Adrienne Zuerner B. Cardiorespiratory Aspects of Human EX 399. PROFESSIONAL INTERNSHIP Performance. Advanced study of the cardiovascular, IN HEALTH AND EXERCISE respiratory, and metabolic aspects of human physical SCIENCE 3 or 6 Visiting Assistant Professors: Patricia Han, performance and fitness. Students will acquire an Professional experience at an advanced level for jun- Beatriz Loyola understanding of both the acute and chronic adapta- iors and seniors with substantial academic experi- tions of the cardiorespiratory system to exercise ence in the major. With faculty sponsorship and Lecturers: Charlene Grant, Cynthia Evans, stress and will explore the neural control mechanisms department approval, students may extend their edu- Diana Barnes, Masako Inamoto, David responsible for regulating the cardiorespiratory cational experience into such areas as laboratory or Wildermuth, Dora RamÌrez response to static and dynamic exercise. clinical research, or allied health fields. Prerequisite: Prerequisites: EX111, 126, 127, and CPR certifica- completion of at least one related 300-level course tions. D. Smith (as determined by the department). Non-liberal arts. Study-Abroad Lecturers: Angel Berenguer, Joan Berenguer, Alain Matthey de l’Etang C. Applied Anatomy and Kinesiology. Advanced study of the anatomical and mechanical principles of Foreign Language Resource Center Director: human movement. Emphasis will be placed on the Cynthia Evans analysis of health-related movements, i.e., sitting, standing, and transitional postures, walking and run- Self-Instructional Languages Coordinator: ning gaits and low-back problems. Students will learn Giuseppe Faustini to apply these kinesiological principles to special populations including children, aged, and injured. Prerequisites: EX126, 127. P. Fehling Self-Instructional Language Assistants: *Manoel Cartagenes, *Veena Chandra, *Katia D. Advanced Sports Medicine and Athletic Ferreira, *Regina Hartmann, Jinyoung Mason, Training. Exploration of the current issues and *Polina Shvartsman, Nurit Sonnenschein research in sports medicine and the application of this research to athletic training. Students will study a The principal aims of the Department of variety of topics, which may include rehabilitation, Foreign Languages and Literatures are to preventative measures, the effects of ingesta, and develop in the student an ability to understand, controversial training practices. Prerequisites: EX212 speak, and write the languages of his or her and CPR certification. M. Garcia choice, and to read with appreciation literary E. Neuromuscular Aspects of Human and cultural texts in the foreign languages. The Performance. Advanced exploration of the neural, study of a foreign language enables students muscular, and skeletal aspects of human physical to understand a foreign culture and to broaden performance and fitness. Students will acquire an perspectives on their own culture. understanding of both the exercise response and training adaptations of the neuromuscular systems to The department is the primary resource for the exercise stress, and will explore ways of enhancing college’s language requirement. Any course performance via structured resistance training and taken at the appropriate level in a foreign lan- the usefulness of various nutritional supplements. Prerequisites: EX111, 126, 127. D. Smith guage (i.e., not in translation) fulfills the foreign literature and language requirement. F. Body Composition. Advanced study of the human body composition. Students will study the various Advanced literature courses provide students constituents of the body, as well as the assumptions with the skills needed to interpret texts linguis- and violations of assumptions associated with various tically, stylistically, and historically and enable methodologies of determining body composition. them to gain knowledge of major periods, Additionally students will analyze the changes that authors, and genres of literature. Courses in occur in body composition with aging, weight-reduc- culture and civilization explore major achieve- tion or weight-gaining programs, and certain disease states. Prerequisites: EX111, 126, 127. P. Fehling ments in art, history, politics, economics, media, and intellectual history as well as EX 371, 372. INDEPENDENT STUDY 3, 3 issues of gender and race. Advanced lan- Advanced research under guidance of a faculty mem- guage courses provide practical skills for spe- ber. A student may receive liberal arts credit at the cific purposes such as translation, business, discretion of both the department chair and the regis- and other professional applications. trar. Prerequisite: Permission of the department; CPR certification may be required depending upon the nature of the research. The Department

95 Students should refer to the guidelines below Students majoring in the department are HONORS: To be eligible for departmental hon- for placement into language courses according expected to acquire fluency and accuracy in ors, a student must write a thesis in the foreign to the Web-based placement exam and the one or more of the modern languages; a gen- language and pass an oral defense of the the- SAT II language exams. Students with a mini- eral knowledge of the civilization and culture sis, complete courses 374 in German and mum of one year of prior language study are that the language expresses; an ability to inter- Spanish and 373 and 374 in French with a excluded from taking a 101 course. Students pret texts linguistically, stylistically, and histori- grade of A- or better, and have at least a 3.5 with a score of 3 on an AP test should enroll in cally; and an intensive knowledge of certain, average in the major. Outstanding students of courses above the 203 level, usually a compo- defined periods of literature. French are also eligible for nomination to the sition or conversation course. Nu Iota chapter of Pi Delta Phi, the national THE FRENCH MAJOR: Students majoring in French honor society. Outstanding students of Students can take the Web-based placement French fulfill the departmental requirements by Spanish are eligible for nomination to Sigma exam at any time. Entering students will completing a minimum of nine courses totaling Delta Pi, the national Spanish honor society. receive information on accessing the exam in not less than thirty credit hours, including a summer mailing and can also contact the FF208 and 209 or 210; one course covering THE FRENCH MINOR: The minor program department for information. For placement into material prior to 1800 from among FF213, 214, consists of a minimum of five courses above languages other than French, German, and 216, 224; one course covering material after FF203 totaling not less than eighteen credit Spanish, contact the appropriate faculty in the 1800 from FF219, 221, 223; Senior Seminar, hours, including FF206, 208, and 209 or 210; Departments of Foreign Languages and FF376; two additional French courses above one course covering material prior to 1800 Literatures or Classics. FF205; and two additional French courses at from among FF213, 214, 216, or 224; one the 300 level. course covering material from after 1800 from WebCAPE Placement Exams for French, FF219, 221, or 223; and one course at the 300 German, and Spanish: THE GERMAN MAJOR: Students majoring in level in French language, literature, or civiliza- German fulfill the departmental requirements tion. At least three of the courses must be 0–339: French and Spanish 102, German 102 by completing a minimum of nine courses taken at Skidmore. or 103 totaling not less than thirty credit hours, including FG208 and 215; FG376; six additional THE GERMAN MINOR: The minor program 340–390: French, German, and Spanish 203 courses above FG203 (one course may be consists of a minimum of five courses totaling designated FL or LS). not less than eighteen credit hours, including 391 and above: French, German, and Spanish FG208 and 215; three other courses beyond courses above the 203 level THE SPANISH MAJOR: Students majoring in FG203 in German language, literature, or civi- Spanish fulfill the departmental requirements lization (one course may be designated FL or SAT II Foreign Language Exams: by completing a minimum of nine courses LS). At least three of the courses must be totaling not less than thirty credit hours, none taken at Skidmore. 0–490: French and Spanish 102, German and in translation, including FS208, 211, and 212; Italian 102 or 103 at least one course from among FS313, 314, THE ITALIAN MINOR: The minor program 317, 334; at least one course from among consists of a minimum of five courses totaling 500–560: Chinese, French, German, Italian, FS319, 320, 321, 330; FS376; and three addi- not less than eighteen credit hours, including Japanese, and Spanish 203 tional courses above FS203. FI208 and FI310; a minimum of eleven more credit hours beyond FI203 in Italian language, 570 and above: Chinese, French, German, FRENCH AREA STUDIES PROGRAM: literature, or civilization (one course may be Italian, Japanese, and Spanish courses Students may elect a program designed to designated FL or LS). At least three of the above the 203 level incorporate several aspects of French culture courses must be taken at Skidmore. in order to develop in-depth knowledge of the Students with scores on an AP test of 4 or 5 country and civilization. Each student will work THE SPANISH MINOR: The minor program may receive general elective credit toward out an individual nine-course program totaling consists of a minimum of five courses above graduation. not less than thirty credit hours, as approved FS203 totaling not less than eighteen credit by the department, that includes three courses hours, none in translation, including FS208, The department supports academic and from among FF213, 214, 216, 219, 221, 223, 211, and 212. At least three of the courses extracurricular programs both on the campus 224; three courses on French topics from other must be taken at Skidmore. and abroad in order to enhance understand- departments; and three 300-level courses ing of foreign languages and cultures. including FF374 or 376. Students in this pro- CLASSICAL LANGUAGES: Instruction in clas- Department faculty are key advisors in such gram may elect a concentration in a particular sical Greek and Latin is offered through the self-determined majors as Italian, and they period or a particular topic, for example: advanced level. For the course listings and are committed to participating in such college France in the nineteenth century, the status of requirements for the classics major and minor, interdisciplinary programs as Liberal Studies, women, the role of money, or the tradition of see Classics. Asian Studies, International Affairs, Classics, revolution in France. and Women’s Studies. The department is SELF-INSTRUCTIONAL LANGUAGES: committed to offering less commonly taught INTERDEPARTMENTAL MAJORS: In conjunc- Instruction in Arabic, Hebrew, Hindi, Korean, languages through the self-instructional lan- tion with the relevant departments, the Portuguese, and Russian is offered on an inde- guage program. Department of Foreign Languages and pendent study basis. The student works with Literatures offers majors in business-French, textbooks and tapes and meets with a native Since the department offers a rotation of business-German, business-Spanish; econom- tutor for two hours a week of oral practice. A advanced courses in French, German, and ics-French, economics-German, economics- final examination is given by an outside exam- Spanish, students desiring a major in one of Spanish; English-French, English-German, iner approved by the National Association of these languages should begin as sopho- English-Spanish; government-French, govern- Self-Instructional Language Programs from a mores to plan their programs for their junior ment-German, and government-Spanish. See neighboring university. Students interested in and senior years. Interdepartmental Majors. pursuing these courses should consult with Professor Faustini in the Department of Foreign Languages and Literatures before spring registration for the following academic year.

96 FOREIGN LANGUAGE RESOURCE CEN- CHINESE FC 363. SPECIAL STUDIES IN CHINESE 4 TER: The FLRC accommodates a twenty-sta- Advanced literary or critical study in an author, a tion Mac lab/multimedia classroom (Bolton FC 101. ELEMENTARY CHINESE I 4 genre, a period, or a topic. Texts may include litera- 380) providing access to electronic materials An introduction to spoken and written Chinese ture, newspaper articles, television dramas, films, emphasizing cultural perspectives. Linguistic empha- poetry, painting, and music. Prerequisite: permission developed by Skidmore faculty, commercially of instructor. (Designated a non-Western culture produced language software, foreign language sis is on basic grammar, vocabulary, and the development of reading, conversation, and writing skills course.) Course must enroll at least five students to word processing programs, as well as access while learning about the culture of China. Four hours be offered. M. Chen to the Internet. The multimedia classroom is of class, one hour of drill or tutorial. Presupposes no equipped with multi-region DVD and VCR previous study of Chinese. M. Chen FC 371, 372. INDEPENDENT STUDY 3 players with large screen projection. The stu- Individual study projects under the guidance of the dent stations also include traditional language FC 102. ELEMENTARY CHINESE II 3 department. M. Chen lab cassette recorders with headsets for inten- Continuation of FC101. Further development of basic sive language practice. In addition to the grammar, reading, conversation, and writing skills Bolton 380 classroom, the Foreign Language while focusing on cultural materials from China. FRENCH Resource Center (Bolton 381) has four open Three hours of class, one hour of drill or tutorial. M. Chen stations with audio equipment and computers Courses in Language for use by students on a drop-in basis. The FC 203. INTERMEDIATE CHINESE 3 FF 101. ELEMENTARY FRENCH I 4 Bolton 381 area also offers a lounge area for Continuing study of the structures of the Chinese lan- An introduction to spoken and written French empha- viewing foreign videos (VHS and DVD) and TV guage. Extensive practice in conversation and writ- sizing cultural perspectives. Linguistic emphasis is on from foreign stations received by satellite. A ing. Vocabulary building through the reading of basic grammar, vocabulary, and the development of center work area houses the audio collection, appropriate texts in the literature and culture. Three reading, conversation, and writing skills while learning software, textbooks, laser printer, student hours of class and one hour of lab. Prerequisite: about the cultures of France and the Francophone assistants’ workstation, TV-VCR, multistandard FC102 or permission of the department. M. Chen world. Four hours of class, one hour of drill or tutorial. VCR, and a high-speed cassette dubber. Presupposes no previous study of French. There is also a workroom for the production of FC 204. BUSINESS CHINESE 3 The Department Intermediate Chinese language and culture with an multimedia materials, equipped with comput- emphasis on listening, speaking, reading, writing, and FF 102. ELEMENTARY FRENCH II 3 ers, a scanner, TV-VCR, mini-dv camcorders, translating in the context of business. Designed for Continuation of FF 101. Further development of basic and hardware and software to support digitiz- students who are interested in doing business with grammar, reading, conversation, and writing skills ing and editing video and audio materials. the Chinese-speaking community and in further while focusing on cultural materials from France and improving their Chinese language proficiency. the Francophone World. Three hours of class. PARIS CHAMBER OF COMMERCE EXAMI- Students will develop cultural competence in the con- The Department NATIONS: The department encourages quali- texts of actual business situations, and will learn fied students of economics and business to commonly used commercial terms, phrases, sen- FF 203. INTENSIVE INTERMEDIATE FRENCH 4 tence patterns, and cultural background. Continuing intensive study of the structures of the take the Certificat Pratique de Français Prerequisite: FC203 or permission of the department. Commercial et Economique or the Diplôme French language. Extensive practice in conversation M. Chen and writing. Vocabulary building through the reading Supérieur de Français des Affaires offered by of appropriate texts in the literature and culture. Four the Chambre de Commerce et d’Industrie de FC 206. CHINESE LANGUAGE AND CULTURE 3 hours of class and one hour of lab. The Department Paris. Both the Certificat and the Diplôme Development of Chinese skills at the advanced inter- attest to students’ knowledge of business mediate level. Extensive practice in idioms. FF 206. FRENCH CULTURAL French and to their ability to express them- Development of vocabulary and reading skills neces- CONVERSATIONS 3 selves orally and in writing. The department sary for communication at native speed. Texts include Development of nonliterary, informal spoken vocabu- gives these Paris Chamber of Commerce contemporary news materials, film, Internet sources, lary, and expressions used in everyday situations. literature, and music. Prerequisite: FC203 or permis- examinations annually. Extensive practice in conversational idioms and work sion of the department. (Designated a non-Western on accent and intonation. Prerequisite: FF203 or two culture course.) M. Chen years of high-school French or equivalent or permis- GERMAN FOR BUSINESS CERTIFICATION: sion of instructor. The Department The department encourages qualified students FC 208. ADVANCED CHINESE CONVERSATION of economics and business to take the Zertifikat AND COMPOSITION 3 The following courses satisfy major require- Deutsch für den Beruf (ZDfB). This examination, Intensive practice in daily use of Chinese in a cultural ments. jointly developed by the Goethe Institute and context. Review of grammar, idioms, vocabulary, and the Deutscher Volkshochschulverband, attests writing skills. Prerequisite: FC203 or permission of the instructor. M. Chen FF 208. WRITING IN FRENCH 4 to students’ knowledge of business German Review of grammar, idioms, and vocabulary. and their ability to express themselves orally Intensive practice in writing short essays. FC 220. LANGUAGE ACROSS THE Prerequisite: FF203 or 205 or permission of instruc- and in writing. The department administers the CURRICULUM 1 tor. This course is required for the major. ZDfB examination annually. A course designed for students who want to use their The Department foreign language skills in any course taught in PROGRAMS ABROAD: The department English at the college. Does not fulfill the foreign lan- encourages qualified students to participate in guage distribution requirement or count toward the FF 209. INTRODUCTION TO THE CULTURE AND LITERATURE OF QUEBEC 4 Skidmore’s programs in Paris or Madrid and to major or minor in foreign languages and literature. Prerequisite: FC203 or permission of the department. Study of the culture and literature of Quebec within a take advantage of accredited programs in historical framework. This course focuses on the Germany, Italy, and Spanish America. Must be taken S/U. Can be repeated for credit. The Department development of analytical skills through the study of literary texts and cultural documents from the beginnings of French Canadian society through the pres- Courses offered in English are designated FL. FC 271, 272. CHINESE LANGUAGE AND ent. Prerequisite: FF203 or permission of the instruc- LITERATURE DISCUSSION 1 tor. FF208 strongly recommended. This course alter- A discussion group about an author, a period, a nates with FF210 as a requirement for the major in genre, a topic, a translation, or a research project in French. (Fulfills humanities requirement.) C. Evans conjunction with another course. Can be repeated for credit. Prerequisite: FC208 or permission of the department. M. Chen

97 FF 210. INTRODUCTION TO FRENCH FF 214. FRENCH LITERATURE OF THE FF 225. PAINTERS AND WRITERS 4 LITERATURE 4 SEVENTEENTH CENTURY 4 A survey of the rich interaction that exists in French Reading and discussion of literary texts in the major Introduction to the concepts of classic and baroque, culture between writers and visual artists, mostly genres: poetry, theater, and prose through close tex- including social, artistic, and intellectual develop- painters, from the Renaissance through the twentieth tual analysis. This course emphasizes the developments in the seventeenth century through study of century. Since the sixteenth century, French writers ment of the analytical skills involved in doing a close the masterpieces of such authors as Corneille, have reflected upon the practices and productions of reading and the critical skill needed for writing expli- Racine, Moliere, Pascal, Descartes, Mme. de painters. In a multiplicity of literary genres (poems, cations de texte. Regular papers required. Sévigné, La Fontaine, La Rochefoucauld, and Mme. short stories, novels, essays), they have left a body Prerequisite: FF203 or permission of the instructor. de Lafayette. Prerequisite: FF210 or permission of of work that theoretically uses the visual artist’s craft This course is required for the major in French. instructor. (Fulfills humanities requirement.) as a means to explore the singularities of their own (Fulfills humanities requirement.) The Department A. Zuerner literary practices. Using this thematic thread that familiarizes students with different modes of French FF 220. LANGUAGE ACROSS THE FF 216. FRENCH LITERATURE OF THE thought, culture, and writing, this course develops CURRICULUM 1 EIGHTEENTH CENTURY 4 students’ analytical skills in the reading of literary A course designed for students who want to use their Study of the social, intellectual and artistic develop- texts while exposing them to major figures of French foreign language skills in any course taught in ment of the Enlightenment in the works of such painting. Prerequisites: FF208 and FF210. (Fulfills English at the college. Does not fulfill the foreign lan- authors as Montesquieu, Mme. de Graffigny, Voltaire, humanities requirement.) M. Wiesmann guage distribution requirement or count toward the Rousseau, Diderot, Lesage, Marivaux, Beaumarchais, major or minor in foreign languages and literature. Mme. Roland, and Olympe de Gouges. Spring FF 263. SPECIAL TOPICS IN FRENCH 3 Prerequisite: FF203. Must be taken S/U. Can be semester. Prerequisite: FF210 or permission of Literary or cultural study at an introductory to interme- repeated for credit. The Department instructor. (Fulfills humanities requirement.) M. diate level of an author, a genre, a period, or a topic. Wiesmann or A. Zuerner Topics will vary from semester to semester. FF 301. BUSINESS FRENCH 3 Prerequisites: FF208 or FF210 or permission of the Study of communication and cultural understanding in FF 219. LITERATURE AND CULTURE OF THE department. The Department commercial transactions of everyday French life. The NINETEENTH CENTURY4 course covers such topics as real estate, manage- Introduction to the social, intellectual, and artistic FF 271, 272. FRENCH LANGUAGE AND ment, advertising, marketing, insurance, personnel developments of the nineteenth century through LITERATURE DISCUSSION 1 relations, banking, imports and exports, and doing study of the literary masterpieces of such poets, play- A discussion group about an author, a period, a business in France. These topics will be considered wrights, and novelists as Chateaubriand, Mme. de genre, a topic, a translation, or a research project in in the context of the geography of France, its agricul- Staël, Lamartine, Hugo, Vigny, Balzac, Sand, conjunction with another course. Can be repeated for ture and industrial production, its trade, transportation Baudelaire, Flaubert, Zola, Rimbaud, and Mallarmé. credit. Prerequisite: FF208 or permission of the and taxation systems. Students will be encouraged to Fall semester. Prerequisite: FF210 or permission of department. The Department take the Paris Chamber of Commerce exam at the instructor. (Fulfills humanities requirement.) end of the semester. Required for business-French J. Anzalone or P. Han FF 316. FRENCH POETRY 3 major. Prerequisite: FF208 or permission of instructor. Study of fundamentals and development of the M. Wiesmann FF 221. TWENTIETH-CENTURY LITERATURE 4 French poetic form through close textual analysis of Introduction to the poetry, novels and plays of France representative poets and major movements. FF 304. ADVANCED CONVERSATION AND through study of the works of such writers as Gide, Prerequisite: FF214 or 216, 219 or 221 or consent of PRONUNCIATION 3 Apollinaire, Proust, Cocteau, Mauriac, de Beauvoir, instructor. Offered in alternate years. J. Anzalone Development of oral and written skills to increase Sartre, Beckett, Aragon, Duras, Sarraute, and Robbe- active vocabulary, fluency, and the use of authentic Grillet. The course will also focus on contemporary FF 317. FRENCH NARRATIVE PROSE 3 French structures through reading and discussion of artistic, social, and intellectual trends since 1890. Exploration of major themes and techniques of narra- issues in contemporary French society. Topics include Spring semester. Prerequisite: FF210 or permission tive fiction as it has developed in French-speaking immigration, unemployment, gender distinctions, of instructor. (Fulfills humanities requirement.) cultures. Prerequisite: FF214 or 216, 219 or 221 or changing family patterns, education, and political par- H. Jaouad consent of instructor. Offered in alternate years. ties in the “hexagon.” Some attention to the influence M. Wiesmann of the European community on French life. FF 223. INTRODUCTION TO ISSUES IN THE H. Jaouad FRANCOPHONE WORLD 4 FF 318. FRENCH DRAMATIC LITERATURE 3 Study of aspects of the Francophone world Study of dramatic techniques and themes through FF 306. TRANSLATION AND STYLISTICS 3 (Caribbean, Africa, Canada) with particular emphasis careful examination of representative texts and atten- A translation course for the study of the structure of the on historical, political, and social problems. Reading tion to the role of the theater in French culture. French language through comparative examination of and discussion of texts and documents from a variety Prerequisite: FF214 or 216, 219 or 221 or consent of vocabulary, grammar, and cultural influences. The of sources. Practice in writing critical and literary instructor. Offered alternate years. The Department course provides extensive practice of the traditional essays. Prerequisite: FF210 or permission of instruc- exercise of théme et version (translations back and tor. (Designated a non-Western culture course.) FF 332. SURREALISM 3 forth of texts from a variety of disciplines) to develop H. Jaouad Study of surrealism as an historical and ontological an awareness of the idiomatic distinctions of French movement through analysis of poetry, novel, cinema, and English, the variety of written styles and what con- FF 224. FRENCH CIVILIZATION FROM GAUL theater, and painting. The course examines the stitutes one’s own prose expression. Prerequisite: TO 1815 4 impact of surrealism on current literary, critical, and FF208 or consent of instructor. J. Anzalone French culture and civilization from the Gallo-Roman artistic expressions. Prerequisite: FF210 or permis- period to the 1789 revolution and its immediate after- sion of the instructor. H. Jaouad math. This course will trace the succession of broad Courses in Literature and Civilization political and societal phenomena defined by tradition- FF 363. SPECIAL STUDIES IN FRENCH 3 al historians, employing a spectrum of documents Advanced literary or cultural study in an author, a FF 213. MEDIEVAL AND RENAISSANCE representative of social, gender and religious diversi- genre, a period, or a topic. Prerequisite: permission FRENCH LITERATURE 4 ty. These documents will draw equally from music, of instructor. The Department A survey of medieval and Renaissance French litera- painting, science, philosophy, and literature. Through ture focusing on the origins and development of epic a series of films we will question the interplay FF 371, 372. INDEPENDENT STUDY 3, 3 and lyric poetry, theater, and prose, including the between “history” and its representations. (Fulfills Individual study projects under the guidance of the essai. Readings will include such works and authors humanities requirement.) M. Wiesmann department. The Department as La Chanson de Roland, Chrétien de Troyes, Marie de France, Christine de Pisan, Villon, La Farce de Maître Pathelin, Le Roman de la Rose, Marguerite de Navarre, Ronsard, Du Bellay, Louise Labé, Rabelais, and Montaigne. Prerequisite: FF210 or permission of the instructor. Offered in alternate years. (Fulfills humanities requirement.) M. Wiesmann

98 FF 373. PREPARATION FOR SENIOR THESIS 3 FG 208. GERMAN CONVERSATION AND FG 341. THE AGE OF GOETHE 4 Required for all second-semester junior or first- COMPOSITION 4 A study of the major works of Goethe, Schiller, and semester senior French majors who intend to write a Intensive practice in daily use of German in a cultural Lessing to show how they reflect major intellectual thesis (FF374). Under the direction of a thesis advi- context. Review of idioms, vocabulary, and writing ideas of their time. Particular attention will be given to sor, the student reads extensively in primary and sec- skills. Prerequisite: FG203 or permission of instructor. the transition from the so-called Classical to the ondary sources related to the proposed thesis topic, The Department Romantic period: the critique of the Classical by develops research skills, and brings the thesis topic Romantic authors, the elevation of music as the high- into focus by writing an outline and a series of brief FG 220. LANGUAGE ACROSS THE est form of artistic expression, the origins of psychol- papers that contribute to the thesis. Prerequisites: CURRICULUM 1 ogy and “modernism” in the subjective irrationalism of FF208, 210, and second-semester junior or first- A course designed for students who want to use their the Romantics. An examination of the artistic, intellec- semester senior status. The Department foreign language skills in any course taught in tual, and cultural trends of the period 1749–1832 English at the college. Does not fulfill the foreign lan- through the study of the works of Goethe, Schiller, FF 374. THESIS 3 guage distribution requirement, but counts toward the and their contemporaries. Prerequisite: FG215 or per- An extended research project culminating in a paper major and minor in German. Prerequisite: FG203. mission of instructor. M. O’Brien based on readings and extensive individual confer- Must be taken S/U. Can be repeated for credit. ences. Required of all majors who wish to be consid- The Department FG 343. THE GERMAN NOVEL 3 ered for departmental honors. Prerequisite: FF376, An exploration of great German novels from Goethe senior standing, permission of instructor, and 3.5 FG 263. SPECIAL TOPICS IN GERMAN 3 to the present. Students will encounter a variety of GPA in the major. The Department Literary or cultural study at an introductory to interme- critical approaches for the study of major texts from diate level of an author, a genre, a period, or a topic. authors such as Goethe, Kafka, Mann, Döblin, Böll, FF 376. SEMINAR 3 Topics will vary from semester to semester. and Grass. M. O’Brien A detailed study of an author, a period, or theme Prerequisite: FG208 or permission of instructor. prominent in France, Africa, Canada, or the French The Department FG 356. THEATER IN THE GERMAN-SPEAKING speaking countries of the Caribbean. Frequent oral WORLD 3 reports. Close attention to development, organization, FG 271, 272. GERMAN LANGUAGE AND Theater and its cultural impact in the nineteenth and and writing of an extensive paper. Prerequisite: LITERATURE DISCUSSION 1 twentieth centuries. Topics include social drama, Senior status. The Department A discussion group about an author, a period, a operatic spectacles, epic theater, cabaret, post-war genre, a topic, a translation, or a research project in and contemporary experimental theater and perform- conjunction with another course. Can be repeated for ance art. Works from such dramatists as Büchner, GERMAN credit. Prerequisite: FG208 or permission of the Wagner, Brecht, Weiss, Handke, and Müller will be department. The Department examined. M. O’Brien Courses in Language FG 301. BUSINESS GERMAN 3 FG 357. GERMAN LITERATURE OF THE FG 101. ELEMENTARY GERMAN I 4 An introduction to business institutions in Germany. TWENTIETH CENTURY 4 An introduction to spoken and written German The course focuses on economic geography, corre- A critical study of German poetry, drama, and prose emphasizing cultural perspectives. Linguistic empha- spondence, and government requirements for busi- in the twentieth century with emphasis on major artis- sis is on basic grammar, vocabulary, and the devel- ness, as well as vocabulary used in banking, adver- tic and sociopolitical movements. Readings vary from opment of reading, conversation, and writing skills tising, stock market, insurance, communications, and year to year but usually include works by Mann, while learning about the culture of German-speaking export and import. Primarily for students majoring in Brecht, Sachs, Hesse, Böll, Grass, Bachmann, and countries. Four hours of class, one hour of drill or German and business. The Department Wolf. Prerequisite: FG215 or permission of instructor. tutorial. Presupposes no previous study of German. M. O’Brien The Department FG 304. ADVANCED GERMAN COMPOSITION AND CONVERSATION 4 FG 363. SPECIAL STUDIES IN GERMAN 3 FG 102. ELEMENTARY GERMAN II 3 Intensive practice of oral and written German to Advanced literary or cultural study in an author, a Continuation of FG 101. Further development of increase active vocabulary and fluency in German genre, a period, or a topic. Prerequisite: permission basic grammar, reading, conversation, and writing and to develop further and refine writing skills. Three of instructor. The Department skills while focusing on cultural materials from hours of class. Prerequisite: FG208 or permission of German-speaking countries. Three hours of class, instructor. M. O’Brien FG 371, 372. INDEPENDENT STUDY 3, 3 one hour of drill or tutorial. The Department Individual study projects under the guidance of the department. The Department FG 103. INTENSIVE ELEMENTARY GERMAN 4 Courses in Literature and Civilization Intensive review of introductory reading, speaking, FG 374. THESIS 3 oral comprehension, and grammatical structures of FG 215. INTRODUCTION TO GERMAN An extended research project culminating in a paper the language for those with some experience in the LITERATURE 4 based on readings and extensive individual confer- fundamentals but who still need to acquire the com- An introduction to the development of German litera- ences. Required of all majors who wish to be consid- petency expected at the completion of FG102. Four ture from the Age of Enlightenment to the present ered for departmental honors. Prerequisite: FG376, hours of class, one hour of lab. Prerequisite: one focusing on major authors (Lessing, Goethe, Schiller, senior standing, permission of instructor, and 3.5 year of high-school German or permission of depart- Hoffmann, Kafka, Brecht, Wolf) and literary move- GPA in the major. The Department ment. The Department ments. Prerequisite: FG203 or permission of instructor. This course is required for the major in German. FG 376. SEMINAR 4 FG 203. INTERMEDIATE GERMAN 3 Offered in alternate years. (Fulfills humanities The study of an author, a period, or topic prominent Continuing study of the structures of the German lan- requirement.) M. O’Brien in the literature of Germany, Austria, or Switzerland. guage. Extensive practice in conversation and writ- Close attention to the development, organization, and ing. Vocabulary building through the reading of FG 216. CONTEMPORARY GERMAN writing of an extensive paper. Prerequisite: Senior appropriate texts in the literature and culture. Three CULTURE 4 status. M.E. O’Brien hours of class and one hour of lab. Prerequisite: An exploration of life, art, and politics in Germany FG102 or 103. The Department since the fall of the Berlin Wall in 1989. Topics include German reunification, political parties and GREEK FG 206. GERMAN LANGUAGE AND CULTURE 3 current debates, the problematic relationship between Development of German skills at the advanced inter- Ossis and Wessis, multiculturalism, the Berlin art For complete course listings, see Classics. mediate level. Extensive practice in idioms. scene, film, visual arts, and music. M. O’Brien Development of vocabulary and reading skills necessary for communication at native speed. Texts include contemporary news materials, film, Internet sources, literature, and music. Prerequisite: FG203 or permission of the department. The Department

99 ITALIAN Courses in Literature and Civilization FI 371, 372. INDEPENDENT STUDY 3, 3 Individual study projects under the guidance of the Courses in Language FI 210. INTRODUCTION TO LITERARY department. The Department ANALYSIS 3 FI 101. ELEMENTARY ITALIAN I 4 Reading and discussion of literary texts in the major An introduction to spoken and written Italian empha- genrespoetry, theater, and prosethrough close textual JAPANESE sizing cultural perspectives. Linguistic emphasis is on analysis. This course emphasizes the development of basic grammar, vocabulary, and the development of the analytical skills involved in doing a close reading FJ 101. ELEMENTARY JAPANESE I 4 reading, conversation, and writing skills while learning and the critical skills needed for writing critical literary An introduction to spoken and written Japanese about the culture of Italy. Four hours of class, one analysis. Regular papers required. Prerequisite: emphasizing cultural perspectives. Linguistic empha- hour of drill or tutorial. Presupposes no previous FI203 or permission of instructor. Not open to stu- sis is on basic grammar, vocabulary, and the devel- study of Italian. The Department dents who have taken FI207. (Fulfills humanities opment of reading, conversation, and writing skills requirement.) S. Smith while learning about the culture of Japan. Four hours FI 102. ELEMENTARY ITALIAN II 3 of class, one hour of drill or tutorial. Presupposes no Continuation of FI 101. Further development of basic FI 211. MASTERPIECES OF ITALIAN previous study of Japanese. M. Inamoto grammar, reading, conversation, and writing skills while LITERATURE I 3 focusing on cultural materials from Italy. Three hours of Study of modern Italian literature from the Enlighten- FJ 102. ELEMENTARY JAPANESE II 3 class, one hour of drill or tutorial. The Department ment period to the Futurist Movement focusing on Continuation of FJ 101. Further development of basic major authors and movements from the eighteenth grammar, reading, conversation, and writing skills FI 103. INTENSIVE ELEMENTARY ITALIAN 4 century to the mid-twentieth century. Prerequisite: while focusing on cultural materials from Japan. Intensive review of introductory reading, speaking, FI203 or permission of instructor. Offered in alternate Three hours of class, one hour of drill or tutorial. oral comprehension, and grammatical structures of years. (Fulfills humanites requirement.) G. Faustini M. Inamoto the language for those with some experience in the fundamentals but who still need to acquire the com- FI 212. MASTERPIECES OF ITALIAN FJ 203. INTERMEDIATE JAPANESE 3 petency expected at the completion of the equivalent LITERATURE II 3 Continuing study of the structures of the Japanese of FI102. Four hours of class, one hour of lab. Study of the most important literary movements from language. Extensive practice in conversation and S. Smith, The Department the precursors of the Italian Renaissance to the end writing. Vocabulary building through the reading of of the seventeenth century with particular emphasis appropriate texts in the literature and culture. Three FI 203. INTERMEDIATE ITALIAN 3 on the writings of Dante, Boccaccio, the Humanists, hours of class and one hour of lab. Prerequisite: Continuing study of the structures of the Italian lan- Lorenzo de Medici, Michelangelo, and Machiavelli. FJ102. M. Inamoto guage. Extensive practice in conversation and writ- Prerequisite: FI203 or permission of instructor. ing. Vocabulary building through the reading of Offered in alternate years. (Fulfills humanities FJ 206. JAPANESE LANGUAGE AND appropriate texts in the literature and culture. Three requirement.) G. Faustini CULTURE 3 hours of class and one hour of lab. Prerequisite: Development of Japanese skills at the advanced FI102 or 103 or permission of instructor. FI 301. BUSINESS ITALIAN 3 intermediate level. Extensive practice in idioms. G. Faustini, S. Smith Study of commercial transactions in the context of Development of vocabulary and reading skills neces- social and economic life in Italy today. The course sary for communication at native speed. Texts include FI 206. ITALIAN LANGUAGE AND CULTURE 3 focuses on management, advertising, marketing, contemporary news materials, film, Internet sources, Development of Italian skills at the advanced interme- agricultural and industrial relations, banking, imports literature, and music. Prerequisite: FJ203 or permis- diate level. Extensive practice in idioms. and exports, and the stock market in Italy. These top- sion of the department. (Designated a non-Western Development of vocabulary and reading skills neces- ics will be considered in both the private and public culture course.) M. Inamoto sary for communication at native speed. Texts include sectors, focusing on vocabulary and forms of corre- contemporary news materials, film, Internet sources, spondence, employment applications, business pro- FJ 207. ADVANCED INTERMEDIATE literature, and music. Prerequisite: FI203 or permis- cedures, and government agencies. S. Smith JAPANESE I 3 sion of instructor. G. Faustini, S. Smith Systematic study of advanced intermediate Japanese FI 303. STUDIES IN MODERN ITALIAN linguistic structures. Reading of selected texts con- FI 208. ITALIAN CONVERSATION AND LITERATURE 3 cerning Japanese culture/society. Discussion in COMPOSITION 4 Selected readings from the Italian Unity to the pres- Japanese based on the reading. Intensive practice in Intensive practice in daily use of Italian in a cultural ent. A study of modern Italian novels, plays, and short writing short essays. Prerequisite: FJ203 or permis- context. Review of idioms, vocabulary, and writing stories from the historical period to the neo-realistic sion of instructor. M. Inamoto skills. Prerequisite: FI203 or permission of instructor. period: from Manzoni to Moravia. Prerequisite: FI203 G. Faustini, S. Smith or permission of instructor. G. Faustini, S. Smith FJ 208. ADVANCED INTERMEDIATE JAPANESE II 3 FI 220. LANGUAGE ACROSS THE FI 310. IL RINASCIMENTO ITALIANO 3 Continuation of FJ207. Further study of grammar, CURRICULUM 1 Investigates Italian literature and culture from the idioms, and vocabulary. Reading of authentic materi- A course designed for students who want to use their Duecento to the late Cinquecento. We will examine in als such as newspapers/magazine articles. Aural-oral foreign language skills in any course taught in particular the development of the vernacular through exercises and intensive practice in writing short English at the college. Does not fulfill the foreign lan- a systematic study of the most representative literary essays. Prerequisite: FJ207 or permission of instruc- guage distribution requirement or count toward the works of the Italian literary tradition, which gave rise tor. M. Inamoto major or minor in foreign languages and literature. to the innovative literary, artistic, and philosophical Prerequisite: FI203. Must be taken S/U. Can be ideas of the Italian Renaissance. Although the pri- FJ 220. LANGUAGE ACROSS THE repeated for credit. The Department mary focus for this course is the study of literature, CURRICULUM 1 we will also examine the culture of the Renaissance A course designed for students who want to use their as presented not only in the literary works but also in FI 271, 272. ITALIAN LANGUAGE AND foreign language skills in any course taught in the major works of painting, sculpture, architecture, LITERATURE DISCUSSION 1 English at the college. Does not fulfill the foreign lan- and music of the epoch. Readings will include selec- A discussion group about an author, a period, a guage distribution requirement or count toward the tions from Dante, Petrarca, Boccaccio, the genre, a topic, a translation, or a research project in major or minor in foreign languages and literature. Humanists, Pico della Mirandola, Castiglione, Ariosto, conjunction with another course. Can be repeated for Prerequisite: FJ203. Must be taken S/U. Can be Michelangelo, Lorenzo de’ Medici, Veronica Franco, credit. Prerequisite: FI208 or permission of the repeated for credit. M. Inamoto Machiavelli, and others. Prerequisite: FI208 or per- department. G. Faustini, S. Smith mission of instructor. G. Faustini, S. Smith FJ 271, 272. JAPANESE LANGUAGE AND FI 304. ADVANCED CONVERSATION AND LITERATURE DISCUSSION 1 FI 363. SPECIAL STUDIES IN ITALIAN 3 COMPOSITION 3 A discussion group about an author, a period, a Advanced literary or cultural study in an author, a Intensive practice of oral and written Italian to genre, a topic, a translation, or a research project in genre, a period, or a topic. Prerequisite: permission increase active vocabulary and fluency in spoken conjunction with another course. Can be repeated for of instructor. G. Faustini, S. Smith Italian and to develop and refine writing skills. Three credit. Prerequisite: FJ208 or permission of the hours of class, one hour of discussion. department. M. Inamoto G. Faustini, S. Smith

100 FJ 363. SPECIAL STUDIES IN JAPANESE 3 FS 220. LANGUAGE ACROSS THE FS 313. LITERATURE OF THE GOLDEN AGE 3 Advanced literary or cultural study in an author, a CURRICULUM 1 A study of the novel, drama, and poetry, centering on genre, a period, or a topic. Prerequisite: permission A course designed for students who want to use their the picaresque novel, Cervantes, Lope de Vega, of instructor. (Designated a non-Western culture foreign language skills in any course taught in Tirso de Molina, Calderón de la Barca, Góngora, and course.) Course must enroll at least five students to English at the college. Does not fulfill the foreign lan- Quevedo. Prerequisite: FS211, 212 or consent of be offered. M. Inamoto guage distribution requirement or count toward the department. Offered every third year. G. Burton major or minor in foreign languages and literature. FJ 371, 372. INDEPENDENT STUDY 3 Prerequisite: FS203. Must be taken S/U. Can be FS 314. SPANISH LITERATURE OF THE Individual study projects under the guidance of the repeated for credit. The Department NINETEENTH CENTURY3 department. M. Inamoto A study of poetry, drama, and the novel of the nine- FS 271, 272. SPANISH LANGUAGE AND teenth century, centering on Espronceda, Duque de LITERATURE DISCUSSION 1 Rivas, Zorrilla, Pérez Galdós, Valera, Pardo Bazán, LATIN A discussion group about an author, a period, a and ClarÌn. Prerequisite: FS211, 212, or consent of genre, a topic, a translation, or a research project in department. Offered every third year. M. Mudrovic conjunction with another course. Can be repeated for For complete course listings, see Classics. credit. Prerequisite: FS208 or permission of the FS 317. SPANISH LITERATURE OF THE department. The Department TWENTIETH CENTURY3 A study of the drama, novel, and poetry of the SPANISH FS 301. BUSINESS SPANISH 4 Generation of ’98 as well as selected novels and dra- An introduction to business institutions in the mas since the Civil War. Prerequisite: FS211, 212, or Courses in Language Hispanic world. The course focuses on economic consent of the instructor. Offered every third year. geography, correspondence, and government M. Mudrovic FS 101. ELEMENTARY SPANISH I 4 requirements for business, as well as vocabulary An introduction to spoken and written Spanish used in banking, advertising, stock market, insurance, FS 319. SPANISH AMERICAN NARRATIVE OF emphasizing cultural perspectives. Linguistic empha- communications, and export and import. Primarily for THE TWENTIETH CENTURY3 sis is on basic grammar, vocabulary, and the devel- students majoring in Spanish and business. A study of the main characteristics of the contempo- opment of reading, conversation, and writing skills P. Rubio, C. Grant rary Spanish-American novel and short story in the while learning about the cultures of Spain and work of authors such as Borges, Asturias, Carpentier, Spanish America. Four hours of class, one hour of FS 303. SPANISH PHONETICS 3 Cortázar, GarcÌa Márquez, Onetti, Vargas Llosa, drill or tutorial. Presupposes no previous study of Intensive work on phonetics, intonation, and diction. Fuentes. Prerequisite: FS210, 211 or 212 or permis- Spanish. The Department Phonetic transcriptions of spoken Spanish and prac- sion of instructor. Offered every third year. tice in oral reading. Three hours of class, one hour of P. Rubio, J. Lértora FS 102. ELEMENTARY SPANISH II 3 discussion. Offered on demand. Continuation of FS 101. Further development of basic FS 320. STUDIES IN SPANISH AMERICAN grammar, reading, conversation, and writing skills FS 304. ADVANCED CONVERSATION AND POETRY 3 while focusing on cultural materials from Spain and COMPOSITION 4 A study of the development of Spanish American Spanish America. Three hours of class, one hour of Intensive practice of oral and written Spanish to poetry from Modernismo to the present in the work of drill or tutorial. Open only to students who have com- increase active vocabulary and fluency in spoken poets such as DarÌo, Nervo, Valencia, Mistral, Torres pleted FS 101. The Department Spanish and to develop further and refine writing Bodet, Neruda, Paz. Prerequisite: FS211 or 212 or skills. Four hours of class. Prerequisite: FS208 or permission of instructor. Offered every third year. FS 103. ALTERNATIVE SECOND SEMESTER permission of instructor. J. Lértora SPANISH 3 J. Lertora, P. Rubio, M. Mudrovic An introduction and review of elementary spoken and FS 321. STUDIES IN SPANISH AMERICAN written Spanish emphasizing cultural perspectives. DRAMA 3 Linguistic emphasis is on grammar, vocabulary and Courses in Literature and Civilization A study of the development of Spanish American the development of reading, conversation and writing drama from the seventeenth century to the present skills while learning about the cultures of Spain and FS 210. INTRODUCTION TO THE READING OF including such authors as Alarcón, Sor Juana, Goros- Spanish America. Three hours of class. For students LITERARY TEXTS 4 tiga, Eichelbaum, Usigli, Garro, Carballido, Wolf, who have completed one or two yeas of pre-College Reading and introduction of Hispanic literary texts to Gambaro, and Sánchez. Prerequisite: FS211 or 212 Spanish, and who have not placed in FS 203 or develop skills in literary analysis and critical writing or permission of instructor. J. Lértora above. Not open to students who have completed using examples from the three main literary genres. FS101. The Department Recommended for those planning to take FS211 or FS 323. SPANISH IN THE MEDIA 4 212. Three hours of class. Prerequisite: FS203, 206, A study of the Spanish-speaking world within its con- FS 203. INTENSIVE INTERMEDIATE SPANISH 4 or permission of instructor. (Fulfills humanities temporary cultural context, especially as manifested Continuing intensive study of the structures of the requirement.) The Department in the media (newspapers, magazines, radio, televi- Spanish language. Extensive practice in conversation sion). This course is designed to give students a and writing. Vocabulary building through the reading FS 211. SURVEY OF SPANISH LITERATURE 4 more complex understanding of Hispanic culture. We of appropriate texts in the literature and culture. Four A study of the main currents of Spanish literature will study such topics as political, social, and eco- hours of class and one hour of lab. Prerequisite: from the Renaissance to the twentieth century. nomic trends in the Spanish-speaking world, the rela- FS102. The Department Representative works of such major literary move- tionship between language and society, and dialect ments as the Golden Age, Neoclassicism, as an expression of culture. Prerequisite: FS208. FS 206. SPANISH CONVERSATION 3 Romanticism, Realism, the Generation of ’98, and the V. Rangil Development of Spanish oral skills at the advanced twentieth century will be studied. Prerequisite: FS208 intermediate level. Extensive practice in conversa- or permission of instructor. (Fulfills humanities FS 324A. SPANISH FILM 4 tional idioms. Development of nonliterary, informal requirement.) G. Burton, M. Mudrovic A study of films produced and directed by Spanish, spoken vocabulary; of reading skills necessary to Spanish American, and Latino filmmakers. Students comprehend authentic news materials; of aural com- FS 212. SURVEY OF SPANISH AMERICAN will learn about film theory and cinematographic tech- prehension essential for understanding oral speech at LITERATURE 4 niques, and will analyze the specific social, cultural, native speed. Prerequisite: FS203 or permission of A study of the main currents of Spanish American lit- and historical thematic of the films. In readings and department. The Department erature from Colonial times to the present. Such discussions, students will address cultural differ- authors as Sor Juana, Gallegos, DarÌo, Carpentier, ences, gender studies, and aesthetic concepts. The FS 208. WRITING IN SPANISH 4 Mistral, Neruda, Paz, and Cortázar will be studied. course will be offered on a bi-yearly, alternating basis. Review of grammar, idioms, and vocabulary. Prerequisite: FS208 or permission of instructor. M. Mudrovic Intensive practice in writing short essays. (Fulfills humanities requirement.) Prerequisite: FS203 or permission of instructor. P. Rubio, J. Lértora, B. Loyola The Department

101 FS 324B. SPANISH AMERICAN/LATINO FILM 4 SELF-INSTRUCTIONAL LANGUAGE FL 253, 254. ITALIAN CIVILIZATION IN A study of films produced and directed by Spanish, COURSES TRANSLATION 3, 3 Spanish American, and Latino filmmakers. Students Study of the development of Italian civilization with will learn about film theory and cinematographic tech- FX 171, 172. SELF-INSTRUCTIONAL BASIC emphasis on the historical, artistic, philosophical, lit- niques, and will analyze the specific social, cultural, STUDY 3, 3 erary, musical, and sociopolitical background. Fall and historical thematic of the films. In readings and Arabic, Hebrew, Hindi, Korean, Portuguese, Russian. semester: late Medieval period to the Baroque. discussions, students will address cultural differ- Spring semester: seventeenth century to the present. ences, gender studies, and aesthetic concepts. The G. Faustini FX 271, 272. SELF-INSTRUCTIONAL course will be offered on a bi-yearly, alternating basis. INTERMEDIATE STUDY 3, 3 V. Rangil Arabic, Hebrew, Hindi, Korean, Portuguese, Russian. FL 257. MODERN CHINESE LITERATURE IN TRANSLATION 3 FS 330. SPANISH AMERICAN ESSAY 3 A critical survey of twentieth-century Chinese litera- A study of the development of Spanish American ture up to the present. Readings include short stories, thought from Independence to the present. Special LITERATURE AND CIVILIZATION COURSES novels, poetry, music, painting, and drama. Special attention will be given to the intellectual trends con- TAUGHT IN ENGLISH emphasis is placed on Chinese thought and culture tributing to independence, to the foundations of the compared to the Western tradition. (Designated a new republics and their relationships to Europe, and These courses are open to all students. non-Western culture course; fulfills humanities to the definition of Spanish-American identity and cul- Knowledge of a foreign language is not a pre- requirement.) M. Chen ture. Particular consideration will be afforded to the requisite, with the exception of FL399. writings of Bolívar, Sarmiento, Bello, Lastarria, Rodó, FL 258. CHINESE CIVILIZATION I: LITERARY Mariátegui, Martí, Zea, and Paz, among others. FL 242. SELF AND SOCIETY IN MODERN CULTURE IN CLASSICAL CHINA 3 J. Lértora, P. Rubio JAPAN 3 A survey of Chinese civilization from the Shang A study of how modern Japanese writers have dynasty to the present with emphasis on the histori- FS 331. CULTURE OF SPANISH AMERICA I 3 responded to the challenges in the twentieth century. cal, artistic, philosophical, literary, musical, sociopoliti- An exploration of the historical, cultural, and artistic An interdisciplinary survey of modern Japanese prose cal background. Shang dynasty (1766 B.C.) to early development of Spanish America from discovery to literature in English translation beginning with the tenth century. FL258 and 259 need not be taken in independence. Students will also assess the impact Meiji period until the end of the twentieth century. sequence. M. Chen of the encounter and development of the colonial Students will study the interaction of traditional empire on native American populations and the envi- Japanese sensibilities with Western literary ideas and FL 259. CHINESE CIVILIZATION II: CULTURE ronment, from diaries and letters of conquerors and techniques as represented in major literary move- AND LITERATURE OF LATE IMPERIAL settlers. Particular attention will be given to the Jesuit ments in Japan. Works will be discussed in terms of CHINA 3 missions in Paraguay, to the environmental expedi- their cultural, historical, and literary contexts. A survey of Chinese civilization from the Shang tions through the period, and the impact of the slave (Designated a non-Western culture course; fulfills dynasty to the present with emphasis on the histori- trade. Prerequisite: FS211 or 212 or permission of LS2 requirement.) M. Inamoto cal, artistic, philosophical, literary, musical, sociopoliti- instructor. Offered in alternate years. P. Rubio cal background. Tenth century to the present. FL258 FL 243. THE WORLD OF JAPANESE and 259 need not be taken in sequence. M. Chen FS 332. CULTURE OF SPANISH AMERICA II 3 ANIMATION 3 An exploration of Spanish America’s historical, cultur- An introduction to the world of Japanese animation al, and artisitic development from independence to (animé), one of the most important cultural products the present. Students will focus on issues of nation in contemporary Japan. Students will study prevailing building and identity as expressed in fiction and non- themes and genres of animé in their cultural and his- fiction, and on the impact of both revolutionary move- torical contexts from a variety of perspectives. The ments and dictatorial regimes on the developments of course also focuses on animé in relation to popular literature and art. Prerequisite: FS212 or permission culture and the role of animé fan culture. (Designated of instructor. Offered in alternate years. P. Rubio a non-Western culture course; fulfills Cultural Diversity requirement; fulfills LS2 requirement.) FS 334. CERVANTES 3 M. Inamoto A study of the prose, drama, and poetry of Miguel de Cervantes in the light of the social and intellectual FL 250. AN OUTLINE OF GERMAN currents of early seventeenth-century Spain. CIVILIZATION: THE EIGHTEENTH Particular attention will be paid to Don Quijote. CENTURY TO THE PRESENT 3 G. Burton An exploration of German life, culture, and politics from the eighteenth century to the present. The FS 363. SPECIAL STUDIES IN SPANISH 3 course focuses on Germany’s quest for national unity, Advanced literary or cultural study in an author, a emphasizing the relationship between Germany’s genre, a period, or a topic. Prerequisite: permission political development and its cultural life. Course of instructor. The Department materials include historical readings, political essays, musical compositions, art works, films, and literary FS 371, 372. INDEPENDENT STUDY 3, 3 texts. Offered in alternate years. M. O’Brien Individual study projects under the guidance of the department. The Department FL 252. ITALIAN CINEMA: FROM FICTION TO FILM 3 FS 374. THESIS 3 An examination of the literary and sociopolitical An extended research project culminating in a paper trends of Italian culture as portrayed by the media of based on readings and extensive individual confer- literature and film. The course will focus on the liter- ences. Required of all majors who wish to be consid- ary works of Boccaccio, Machiavelli, Moravia, De ered for departmental honors. Prerequisite: FS376, Filippo, Bassani, and the cinematographic adapta- senior standing, permission of instructor, and 3.5 tions of those works by such directors as Pasolini, GPA in the major. The Department Lattuada, Visconti, and De Sica. The course also specifically examines the role in Italian cinema of FS 376. SEMINAR 3 such director-authors as Fellini and Wertmuller and A detailed study of an author, a period, or theme rele- the importance of Italian cinematic Neorealism in the vant to the understanding of Spanish and Spanish- films of Rossellini, De Sica, and Visconti. Offered in American literature and culture with special attention 2001-02 and alternate years. (Fulfills humanities to the essay. Frequent oral reports. Close attention to requirement.) G. Faustini development, organization, and writing of an extensive paper. Prerequisite: Senior status. The Department

102 FL 263. SPECIAL TOPICS IN FOREIGN FL 265. LATINOS IN THE UNITED STATES 3 FL 321. WOMEN IN FRANCE SINCE THE LITERATURE AND CULTURE 3 An examination from an interdisciplinary perspective of REVOLUTION 3 Study of a special topic in which the interrelatedness Hispanic society in the United States. Major Latino Analysis of women writers and female stereotypes of literature and other cultural representations is groups (e.g., Cubans, Mexicans, and Puerto Ricans) since the French Revolution as seen primarily through explored from a comparative and/or theoretical per- will be studied and special attention will be given to the novels and plays of such writers as de Staël, Sand, spective. Interdisciplinary in nature, the course will interaction between these groups and United States Flaubert, Stendhal, Colette, Claudel, de Beauvoir, bring together works of different cultural origin and mainstream society. We will focus on the historical, Duras, and Sarraute. Historical, sociological and artis- background. Intended for majors or minors in the sociological, literary, and political aspects of cultural tic documents will also be examined for what they department. Prerequisites: Completion of department change in contact situations. Particular attention will be reveal of the changing consciousness of women in courses numbered 202, 203 or 205; or by permission paid to issues of prejudice and discrimination. V. Rangil France. Offered every third year. A. Zuerner of instructor. FL 266. IMAGES OF REVOLUTION AND FL 322. THE FRENCH FILM 3 A. The Fantastic in Fiction SOCIAL UPHEAVAL: Study of some of the key features of the cinema of An introduction to the Fantastic in literature and art as FRANCE 1789–1939 3 France, beginning with an historical overview of the a mode of representation whose ambiguous structure Study through literary and historical texts, and via development of the idiom, from the silent films of the oscillates between the real and the imaginary. The artistic representation of the experience and conse- Surrealists and René Clair, to the Golden Age of magical is ingrained in ordinary experience thus quences of social change in France over a century sound in the thirties and concluding with the New expanding the concept of reality, and emphasizing liter- and a half of upheaval. Beginning with the outbreak Wave and its posterity. The course will also study film ary discourse as the locus of indeterminacy. Specific of revolution in 1789, we will analyze the effects on as a language and use it as a means for exploring attention will be focused on selected writers and theo- French culture of the long and tormented path lead- cultural identity. Students will view a selection of films rists, but the course will also provide a diachronic and ing to the establishment of Republicanism. Particular by Clair, Dali/Bunuel, Vigo, Renoir, Carne, Duvivier, theoretical background for the discussion of the attention to the trials and tribulations of the Third Truffaut, Godard, Eustache, Tanner, and Rohmer, Fantastic. Readings from authors such as E.T.A. Republic during the Dreyfus Affair and in the period among others, and read criticism by directors, critics, Hoffmann, Kafka, Borges, Cortazar, Garcia Marquez, between the world wars in order to discern the evolu- and theorists. Prerequisite: for credit in the French Torrente Balester, Calvino, Buzzati, Gautier, Nerval, tion of specific cultural tendencies over time. Taught major, FF203 or 205. J. Anzalone Maupassant, Villiers de l’Isle-Adam, and theorists such in English. (Fulfills LS2 requirement.) J. Anzalone as Freud, Bessier, T. Todorov, and Roh. (Fulfills LS2 FL 371, 372. INDEPENDENT STUDY 3, 3 requirement.) J. Anzalone FL 267. MODERN JAPANESE CULTURE AND Individual study projects under the guidance of SOCIETY 3 department. The Department B. Exoticism Introduction to modern Japanese culture and society, This course will examine the cultural construction of emphasizing the period 1945 to the present, and con- FL 374. THESIS 3 the “exotic” as it emerges primarily, but not exclusive- sidering topics including education, family and neigh- An extended research project culminating in a paper ly, in nineteenth- and twentieth-century literary texts. borhood, gender and work, and discrimination. The based on readings and extensive individual confer- The course will address questions such as: How are course analyzes social change in Japan over time in ences. Primarily for interdepartmental majors who the relationships between colonialism, imperialism, the course of Japan’s modernization and internation- wish to be considered for honors. Prerequisite: senior and exoticism dramatized via literature? How does the alization, paying attention to the interplay between standing, permission of an instructor, and at least a hegemonic (i.e. France) and the non-hegemonic (i.e. Japan’s traditional cultural values and modern socie- 3.5 GPA. The Department Spain, or Latin America) positioning of a culture shape ty. (Fulfills LS2 requirement; designated a non- its particular notion of the exotic? How do cultures that Western culture course.) M. Inamoto FL 376. SEMINAR 3 are viewed as exotic exoticize other cultures? What A detailed exploration of a theme reflected in the cul- role do other derminants such as gender, race, or FL 269. CULTURAL CHINA: TRENDS AND tures of French, German, Italian, and Spanish speak- class play in the construction of the exotic? Readings THEMES 3 ing civilizations. Frequent oral reports in English by from authors such as Baudelaire, Flaubert, Nerval, A course surveying twentieth-century Chinese litera- members of the class. Close attention to develop- Gautier, Dario, Casal, Tablada, Villaespesa, and Valle- ture, film, and popular culture, introducing some ment, organization, and writing of an extensive paper. Inclan. H. Jaouad important cultural and intellectual issues of contempo- Required of all majors not enrolled in 374. rary China. Students will consider the impact of cultur- C. The Fascist Aesthetic al changes in Chinese society, their causes, and their FL 399. PROFESSIONAL INTERNSHIP IN The emergence and significance of the fascist representations in fiction, poetry, popular literature, FOREIGN LANGUAGES 3, 6 or 9 aeesthetic are explored via close study of the funda- film, and music. Students will gain a critical under- Professional experience at an advanced level for jun- mental ideology of totalitarianism in twentieth-century standing of the intricate relationsip between self and iors and seniors with substantial academic and cocur- Europe. Concepts such as the soldierly male, the society, social change and alienation, family and gen- ricular experience in the major field. With faculty spon- leader principle, racial eugenics, community, moderni- der relationships, nationalism and orientalism, revolu- sorship and departmental approval, students may ty, and the fascination with violence will be examined tion and memory, media and propaganda, and love extend their educational experience into such areas in film, literature, and the visual arts. Readings from and violence in China. (Designated a non-Western as the communications fields, the media, pedagogy, among writer such as Drieu la Rochelle, Celine, culture course; fulfills LS2 requirement.) B. Linder and translation. Primarily but not exclusively for stu- Tournier, Junger, and D’Annunzio, and from such the- dents participating in Skidmore’s Junior Year Abroad orists of totalitarianism as Adorno, Freud, Zhelev, and FL 270. HOLDING UP HALF THE SKY: programs. Prerequisite: advanced standing in the lan- Arendt. M. O’Brien GENDER, WRITING, AND guage appropriate to the internship. Non-liberal arts. NATIONHOOD IN CHINA 3 D. The Fate of Forbidden Knowledge in Literature Interdisciplinary exploration of gender issues in and Science China, especially but not exclusively focusing on the An investigation of the perplexing ethical questions roles of women in the making of modern Chinese his- raised by this renaissance shift in attitude toward the tory. Students will learn about cultural specificities in Faust legend. The flirtation with forbidden knowledge the experiences of Chinese women while exploring will be studied by drawing on religious, mythological, the diverse meanings of “women’s status” and gender literary, philosophical, and scientific texts. Taking relations. Themes to be examined in the course con- recent developments in genetic engineering as a tent include gendered subjectivities, the ideology of case in point, we will ask to what extent the pursuit of the new women, the impact of globalization and knowledge can enhance or be damaging to human transnational capital, different gender roles, and experience. These and other questions will be women’s writing from the Opium War to contempo- explored to show how literary texts can contain moral rary China. Emphasis on different stages of women’s issues of lasting concern for the scientific community writing in relation to their cultural conditions and and for society at large. (Fulfills LS2 requirement.) social awakening, and on the ways ideologies helped R. Mayer form gender identities in the twentieth century. (Designated a non-Western culture course; fulfills LS2 requirement.) M. Chen

103 GE 102. THE HISTORY OF EARTH, LIFE, AND GE 208. ORIGIN AND DISTRIBUTION OF Geosciences GLOBAL CHANGE 4 NATURAL RESOURCES 4 Introduction to the deep time history of biospheric A survey of the origin, distribution, and exploitation of Chair of the Department of Geosciences: responses to changes in Earth’s climatologic and energy (e.g., petroleum, methane, coal, uranium) and Richard H. Lindemann geologic systems. The course draws upon geologic mineral (e.g., metal, gem, agricultural fertilizer) principles and theories to explore the planet’s origin resources throughout the world. The dependence of Associate Professor: Richard H. Lindemann and the processes that perpetually modify the global industrialized nations upon Earth’s energy and miner- environment. Topics also include the origin of life, the al resources is at the root of many national Assistant Professor: Kyle K. Nichols causes and consequences of major environmental economies as well as many of the major environmen- crises in Earth’s history, and the role of humanity as tal and geopolitical conflicts of our time. Future eco- an agent of global change. Three hours of lecture, nomic and population growth are certain to multiply Lecturer: Katharine Cartwright two hours of lab per week. (Fulfills natural sciences demands for Earth resources, a fact that urges that requirement.) R. Lindemann, K. Cartwright there be an educated citizenry capable of making Senior Teaching Associate: Kimberly Marsella databased decisions regarding their availability and GE 104. DINOSAURS: EVOLUTION TO utilization. Related topics include shrinking resource By its very nature geology has a broad per- EXTINCTION 4 reserves, environmental degradation, and the relative spective, one that permits an undergraduate Investigation into recent scientific theories about merits of various resource strategies. Prerequisites: program in geology to provide not only for the dinosaurs in an attempt to answer: who were they? GE101 or 102 or 207. R. Lindemann needs of the student preparing for a career in how did they live? where did they live? how did they professional geology, but also for students become extinct? what significance was their death to GE 211. CLIMATOLOGY 4 our own evolution? Topics include: dinosaur death, Introduction to the basic components of Earth’s cli- interested in such diverse fields as marine sci- burial, and preservation; evolution, ecology, and mate system: the atmosphere, ocean, cryosphere, ence, environmental preservation, physical extinction; and dinosaur myths in the media. lithosphere, and biosphere. The course nvestigates geography, and the environmental aspects of K. Cartwright the basic physical processes that determine climate archeological research. and the links among the components of the climate GE 112. OCEANOGRAPHY INTRODUCTION TO system, including the hydrologic and carbon cycles THE GEOLOGY MAJOR: The major, which THE MARINE ENVIRONMENT 4 and their roles in climate, climate stability, and global leads to a bachelor of arts degree, entails Introduction to the interaction of physical, chemical change. Topics also include climate patterns and eleven required courses. The requirements and biological processes operative in the great water forecasting climate, as well as their applications and human impacts. Three hours of lecture, two hours of include GE101, 102, 201, 202, 204, 304, 310, bodies that cover nearly three-quarters of the earth’s surface. Three hours of lecture, two hours of lab per lab per week. (Fulfills natural sciences requirement). 315, 316, a field geology course (GE309, Field week. (Fulfills natural sciences requirement; fulfills K. Cartwright Techniques, or a summer field course QR2 requirement.) K. Cartwright approved by the department), and a capstone GE 301. HYDROGEOLOGIC SYSTEMS 3 project consisting of a GE371 or 372 GE 201. MINERALOGY 4 An advanced course on the physical processes of Independent Study research project that will Fundamentals of crystallography, crystal chemistry, water transport and accumulation in surface and focus on the geologic interest of the student. and systematic mineralogy with the study of mineral shallow subsurface environments, as well as environ- Additional elective courses to consider includ- associations, occurrences, genesis, and phase rela- mental impacts on water quality. The first half of the ing in the geology major are GE207 and 399. tionships; hand sample identification, introductory course covers scientific principles of the hydrologic optical mineralogy, and thin section identification of cycle, including precipitation, evapotranspiration, infil- minerals. Prerequisites: GE101 or permission of tration, groundwater flow, and surface runoff. The The student who is going to go on to graduate instructor. Three hours of lecture, three hours of lab second half of the course examines the impacts of school will have to take MA111 and 113, per week. The Department agriculture, urban development, and human popula- CH105 and 106, and PY207 and 208. Others tion growth on both the quantity and quality of water should consider strengthening their program by GE 202. IGNEOUS AND METAMORPHIC in the hydrologic cycle. Throughout the course, scien- taking these courses or integrating the geology PETROLOGY 4 tific principles are illustrated by real-world case stud- major with a minor in a cognate discipline. Petrology and petrography of igneous and metamor- ies of water management issues. Prerequisite: phic rocks; origin, crystallization, and differentiation of GE101 or 207. K. Nichols THE GEOLOGY MINOR: The geology minor magmas; metamorphism, metamorphic facies and GE 304. GEOMORPHOLOGY 4 includes six geology courses. At least two of the factors controlling metamorphism. The study of rocks in hand sample and thin section. Intermediate Analysis of the geologic and climatic factors that con- these six courses must be at the 200 level and optical mineralogy. Prerequisite: GE201.Three hours trol the evolution of topography. Lab study is concen- at least two at the 300 level. of lecture, three hours of lab per week. trated on the physical character of the United States The Department and on the geologic configurations which determine GE 101. EARTH SYSTEMS SCIENCE 4 landform distribution and therefore are the basis for An introduction to Earth’s dynamic systems and geo- GE 204. STRUCTURAL GEOLOGY 4 physical subdivision. Two hours of lecture, three logic processes. The planet is studied from its deep The recognition, origin, and interpretation of the vari- hours of lab a week. Prerequisite: GE101 or 207. interior to its oceanic, surficial, and atmospheric com- ous structures present in the earth’s crust. Study of Offered in 2006–07 and alternate years. K. Nichols ponents to develop a scientific understanding of structure is directed toward reconstruction of stresses Earth as a holistic environmental system, of which involved in ancient periods of tectonism. Three hours GE 309. FIELD TECHNIQUES 4 the biosphere, including humanity, is one component. of lecture, three hours of lab per week. Prerequisite: An advanced course in the techniques used for field Within this context, course topics such as rocks and GE101 or 207 or permission of instructor. Offered mapping. The course concentrates on the instru- minerals, mountain building, earthquakes, volcanoes, 2004-05 and alternate years. The Department ments of mapping and how to use them, including oceans, glaciers, and deserts are examined from the pace and compass, altimeter, plane table and ali- perspective of the interactions between geologic GE 207. ENVIRONMENTAL GEOLOGY 4 dade, topographic map and air photo base. In addi- processes and humans. Three hours of lecture and Investigation of Earth’s environments as viewed tion there is the study of some basic subsurface geo- two hours of lab a week. Prerequisite: QR1. (Fulfills through the study of surficial and crustal geologic logic techniques such as structural contour maps, QR2 requirement; qualifies as a natural science labo- processes. Emphasis is on natural and anthropogenic isopach maps, and well log analysis and correlation. ratory course for breadth requirement.) phenomena including earthquakes, volcanoes, floods, Two hours of lecture, three hours of lab, and one R. Lindemann, K. Marsella landslides, climate change, soil erosion, pollution, hour of discussion per week. K. Nichols waste management, and energy resources. Laboratories and field trips highlight geologic per- GE 310. PALEOBIOLOGY 4 spectives on the environment. Three hours lecture, An advanced study of the morphology, taxonomy, and three hours lab per week. K. Nichols evolution of fossil organisms; the major events in the 3.6 billion-year history of Earth’s biota; and the processes of fossil preservation/destruction. The ecology of fossil organisms, reconstruction of paleo- environments and paleocommunities, as well as the forcing mechanisms that perpetually alter Earth’s 104 marine and terrestrial environments are emphasized Government THE GOVERNMENT MAJOR: Requirements throughout. Laboratory and field work provide first- for a major in government are a minimum of hand experience in the application of the fundamental Chair of the Department of Government: Beau nine courses and thirty credit hours. These concepts and principles of paleobiology to the obser- courses include: vation, analysis, and interpretation of ancient life Breslin forms. Offered 2004-05 and alternate years. Three hours of lecture, three hours of lab per week. Professors: Aldo C. Vacs; Steven A. Hoffmann, 1. GO101 and 103 Prerequisite: GE102. R. Lindemann Joseph C. Palamountain Professor of Government; Roy H. Ginsberg 2. At least one course in each of the following GE 311. PALEOCLIMATOLOGY 3 four areas: An advanced course that examines the history of Associate Professor: Beau Breslin, Timothy W. Earth’s climate, the physical processes that influence Burns, Katherine E. Graney, Ronald P. Seyb a) American Government: GO211, 213, 222, it and their interaction, as well as controlling mecha- 223, 224, 231, 251C, 252, 305, 311, 312, nisms. Emphasis is placed on biogeochemical cycles, 313, 314, 316, 331, 333, 334, 352, 353, atmospheric and oceanic chemistry and circulation Assistant Professors: Robert C. Turner, Natalie patterns through time, the influences of volcanic Taylor 362, 367 aerosols and asteroid impacts on climate, icehouse b) Comparative Government: GO203, 209, and greenhouse cycles, and the climates of the Lecturer: *Christopher Whann 225, 227, 239, 240, 241, 251A, 327, 328, Phanerozoic. Prerequisites: GE101 or 102 or 211 or 344, 355, 365 permission of instructor. K. Cartwright The Government department seeks to instill in c) International Relations: GO201H, 219, its students a lively interest in politics, in how GE 315. SEDIMENTOLOGY 4 225, 228, 251B, 301, 309, 318, 319, 320, political systems work and how we can make Introduction to terrigenous clastic, carbonate and 338, 339, 356, 357, 366 evaporite sedimentary rocks. Topics include weather- them work better, in contemporary political ing, erosion, transport and deposition of particle sys- issues, in international relations and foreign d) Political Theory: GO236, 251D, 303, tems. Emphasis on Holocene depositional models policy, in political theory, and in the law. We 304H, 308, 323, 351, 354, or GH322 and their use in recognition of ancient sedimentary offer a comprehensive program that reflects 3. Three additional government courses environments. Prerequisite: GE102. Three hours of the broad discipline of political science. lecture, three hours of lab per week. Offered 2005–06 Students take two required introductory cours- and alternate years. R. Lindemann Note: To fulfill college maturity-level require- es followed by intermediate and advanced ments, at least six credits of 300-level govern- courses in four areas: American government, GE 316. STRATIGRAPHY 4 ment course must be taken in the senior year. Study of lithologic and biologic units of sedimentary comparative government, international rela- strata, their classification, correlation, and use in tions, and political theory. The major is INTERDEPARTMENTAL MAJORS: In conjunc- environmental and geographic reconstructions. designed to serve students who wish to con- tion with the relevant departments, the Emphasis placed on the respective roles of organ- centrate in a particular area, those who aspire Government Department offers majors in politi- isms, geosynclines and tectonic events in the devel- to go on to graduate school, and those who cal economy, government-history, government- opment of continents and sedimentary basins. want merely to explore the field of politics. philosophy, government-sociology, business- Prerequisite: GE315. Three hours of lecture, three government, government-French, government- hours of lab per week. Offered 2005–06 and alternate Our main goal is to help students think analyti- years. R. Lindemann German, and government-Spanish. See cally and critically about political issues. We do Interdepartmental Majors. The department par- GE 351, 352. SPECIAL TOPICS IN this by developing students’ knowledge of the ticipates in the international affairs minor. GEOLOGY 3, 3 four subdisciplines of political science, by culti- Advanced topics in geology offered to either small vating in them the analytical skills they need to HONORS: To be recommended for honors in groups of students or on an individual basis, allowing understand political issues, and by enhancing government, students must meet the college the student to study in depth areas of the science their abilities to assess critically political situa- requirements of a GPA of 3.0 overall and 3.5 in which are not offered on a regular basis. Specific top- tions and problems from both empirical and the major. Students must also receive at least ics will vary each time the course is taught and might normative perspectives. include hydrology, glaciology, micropaleontology, or an A- on a senior thesis in government. computer applications in geology. Prerequisite: per- Specific requirements for the senior thesis are mission of department. The Department In terms of knowledge, we aim to provide stu- established by the department. A senior thesis dents with the historical and contemporary in government is also required for interdepart- GE 371, 372. INDEPENDENT STUDY 3, 3 information they need to understand national mental majors. Advanced research in the geosciences, generated and international political structures, behaviors, and designed by the student in consultation with and and ideas. In terms of analytical skills, we seek THE GOVERNMENT MINOR:The govern- under the supervision of a member of the depart- to offer students the methodological and tech- ment minor consists of five courses with a ment. Although the ideal research project includes nical training they require to read texts careful- minimum of eighteen credits to be determined suitably balanced literature, field, laboratory, and ly; collect, analyze, and interpret data; and in consultation with the department chair and interpretive components, the requirements of individ- communicate their conclusions effectively and ual topics may dictate a focus on one or more of the student’s government-faculty advisor. At these aspects of conducting scientific research. elegantly. In terms of critical abilities, we teach least two of these courses must be taken at Research results will include a written report submit- students to examine political issues and prob- the 300 level. ted to the faculty supervisor and an oral presentation lems from both empirical and ethical view- to the department. Prerequisite: departmental points as a first step toward developing policy PI SIGMA ALPHA, Tau Gamma Chapter. approval of a written research proposal. recommendations that can improve political Founded in 1920 as the national political sci- The Department participation, processes, and outcomes. ence honor society, Pi Sigma Alpha receives into membership students of political science GE 399. PROFESSIONAL INTERNSHIP IN GEOLOGY 3 or 6 and related disciplines who attain high stan- Professional experience at an advanced subject level dards of scholarship and academic distinction. for juniors and seniors with substantial academic and Eligibility requirements include: at least six cocurricular experience in the major field. With faculty government and/or government-history (GH) sponsorship and department approval, students may courses; a combined 3.5 GPA from all of these extend their educational experiences by working on courses; and a 3.25 cumulative GPA. specialized research projects with outside professional earth scientists. Must be taken S/U. The Department

105 GO 101. INTRODUCTION TO AMERICAN GO 219. POLITICAL ECONOMY OF EUROPEAN GO 228. UNITED STATES FOREIGN POLICY GOVERNMENT 3 INTEGRATION 3 IN A CHANGING WORLD 4 An analysis of United States national government An introductory survey of how economics, history, This course examines the development and current with emphasis on constitutionalism, the presidency, law, and politics together help explain the growth and features of American foreign policy focusing on the Congress, and the judiciary. Reference will also be development of the European Union over time. The international challenges and opportunities faced by made to the impact of political parties and pressure course focuses on common institutions and decision- the United States after the end of the Cold War. It groups on the contemporary political system. (Fulfills making, internal and external policies, issues of analyzes some of the major patterns of United States social sciences requirement.) national and European identities, and place of foreign policy, reviews some important interpretations R. Turner, B. Breslin, R. Seyb, N. Taylor Europe in the wider world. (Fulfills LS2 requirement.) and methodological approaches to the study of R. Ginsberg United States foreign policy, discusses the ideological GO 103. CRITICAL ISSUES IN WORLD components of these policies, examines the foreign POLITICS 3 GO 222. STATE AND LOCAL GOVERNMENT 4 policy actors and the decision making process in An introduction to critical issues in comparative gov- The study of state and local government, politics, and which they participate, and evaluates the changing ernment, international relations, and political theory. policies within the United States federal system. objectives and circumstances shaping recent Three broad issues will be featured: dictators and Emphasis on connections between government struc- American international initiatives. Special attention democrats, individuals and communities, and war and ture, politics, and the economy, with special attention will be devoted to the impact of the end of the Cold peace. The course covers the workings of dictator- to questions of public policy. R. Turner War and the rise of interdependence and globaliza- ships, parliamentary and presidential democracies, tion on recent United States economic, strategic, and and such major political ideologies as liberalism, GO 223. CURRENT ISSUES IN PUBLIC environmental foreign policies as well as in the for- socialism, conservatism, and those of the “radical POLICY 4 mulation of specific approaches to different regions of right.” The course deals with such international rela- An analysis of the public policy process through an the world. Prerequisite: GO103 or permission of tions topics as collective security, conflict manage- examination of several current policy issues. The instructor. R. Ginsberg, A. Vacs ment, the Cuban missile crisis, and Vietnam. (Fulfills course will begin with a study of the fundamentals of social sciences requirement.) policy formation, and will then investigate specific pol- GO 231. ENVIRONMENTAL POLITICS AND T. Burns, S. Hoffmann, R. Ginsberg, icy issues. Issues may include AIDS, drugs, affirma- POLICY 4 A. Vacs, K. Graney tive action, and welfare. Students will participate in a An exploration of how political, economic, and social mock legislative session. Prerequisite: GO101 or per- interests contend for influence and exert power in the GO 201H. PRINCIPLES OF INTERNATIONAL mission of instructor. N. Taylor realm of environmental policy. We look at the ways in POLITICS 4 which local, regional, national, and international gov- A survey of the patterns of relations among nation- GO 224. AMERICAN INDIAN POLITICS AND ernmental institutions, nongovernmental organiza- states from the Congress of Vienna to the 1960s. The POLICY 3 tions and interests groups, and the public interact in course will introduce key concepts and frameworks to Examines contemporary American Indian politics and defining environmental problems, and formulating explain international politics, and identify major fac- policy. The course will begin with a brief overview of and implementing solutions. The course uses case tors that cause and prevent war. Prerequisite: GO103 colonial Indian policy and early United States Indian studies on timely environmental issues ranging from or permission of instructor. R. Ginsberg policy, and will then investigate such topics as sover- cleaning up toxic waste pollution to protecting endan- eignty, treaty rights, taxation, land claims, and gam- gered species to understanding the clashes between GO 203. COMPARATIVE POLITICS OF ing. Students will produce a video. (Fulfills LS2 science and politics at local, state, federal, and inter- WESTERN EUROPE 3 requirement.) The Department national levels. Prerequisite: GO101, ES100, or per- An introduction to the basic concepts of comparative mission of instructor. R. Turner politics with a focus on the European Union, France, GO 225. MILITARY AND POLITICAL LESSONS Germany, and the United Kingdom. Prerequisite: FROM WORLD WAR II 4 GO 236. AMERICAN POLITICAL THOUGHT 4 GO101 or 103 or permission of instructor. A selective study of the crucial events of the twentieth An examination of the writings of selected thinkers in R. Ginsberg century aimed at finding appropriate lessons for peo- the American political tradition. The course will place ple who will live in the twenty-first century. Topics particular emphasis on the thought of the framers and GO 209. THE LATIN AMERICAN PUZZLE 4 include: importance of incorporating technological on the response of succeeding political leaders and A comprehensive analysis of Latin American political, advances into military doctrine, how blitzkrieg offen- thinkers to the framers’ principles. Prerequisites: social, and economic processes and institutions from sives work and how to defeat them, and advances in GO101 or 103, or permission of instructor. T. Burns a multidisciplinary perspective. The course examines aerial and undersea warfare from 1939 to the present Latin America’s political development, ethnic prob- day. Interprets World War II as what military planners GO 239. NATIONALISM AND POLITICS IN THE lems, gender roles, and economic strategies as well now call a “Revolution in Military Affairs,” shows how MIDDLE EAST 4 as the changing role of institutions such as the state, that RMA still governs strategy and tactics today, and Introduction to the basic problems and trends of the socioeconomic organizations, the church, and the how the next RMA is already visible on the horizon. major “confrontation” and oil states of the Middle military. It considers how Latin American societies Prerequisite: One of the following: GO101, 103, 201, East, including leadership, instability, modernization, changed after independence while noting those politi- HI105, 106, 122, SO101, or permission of instructor. nationalism, and war. Covers Egypt, Israel, Syria, cal, social, and economic aspects that remain S. Hoffmann Jordan, Lebanon, Saudi Arabia, Libya, Turkey, and unchanged. The objective of the course is to provide the Palestinians. In-depth coverage of the Arab-Israeli a critical examination of the evolution and transforma- GO 227. RUSSIA: A CENTURY OF CHANGE 3 conflict. Prerequisite: GO103 or permission of instruction of Latin America while offering the analytical ele- A comparison of traditional Russian society with tor. (Designated a non-Western culture course.) ments necessary to interpret similar processes in Soviet society after 1917. The course will focus first S. Hoffmann other geographical areas and historical periods. on the political, economic, and social characteristics (Fulfills LS2 requirement.) A. Vacs of the authoritarian tsarist empire. Then we will turn GO 240. POLITICAL MODERNIZATION: THE to the revolutionary changes initiated by Lenin, the CASE OF INDIA 3 GO 211. COURTS, POLITICS, AND JUDICIAL terror of Stalin, the reforms of Khrushchev, and the A study of problems inherent in modernizing political PROCESS IN THE UNITED STATES 3 stagnation under Brezhnev. Three areas of change systems, as exemplified by the development of mass A survey of the role of courts in contemporary will be examined in detail: political structures and par- politics in India, the relationship of political toeconom- American politics and society. Students will explore ticipation; economic organization and equality; genic development in this major “third world” nation, and the organization and functions of state and federal der roles, both public and private. Readings will the rise of Indian nationalism under the nonviolent courts and their relation to other political institutions include novels, memoirs, and press translations. concepts of Mahatma Gandhi. The course provides and to society generally. Topics will include the deci- (Fulfills LS2 requirement.) K. Graney background necessary for a sound understanding of sion-making processes of judges, attorneys and liti- India’s movement to independence as a modern gants in various judicial settings, the role and impact nation-state. (Designated a non-Western culture of courts as policy-makers, the selection and recruit- course.) S. Hoffmann ment of judicial personnel, access to judicial power, courts and the media, and contemporary trends in liti- gation. B. Breslin

106 GO 241. ETHNIC CONFLICT AND THE GLOBAL GO 303. CLASSICAL POLITICAL THOUGHT 4 GO 313. POLITICS OF CONTEMPORARY SYSTEM 4 Political thought of Plato and Aristotle. This course UNITED STATES SOCIAL An exploration of the major approaches to the study will treat the character of the political thought that MOVEMENTS 4 and understanding of ethnic conflict and nationalism. Socrates initiated. Consideration will be given to the A study of the civil rights, black nationalist, black Students examine sociobiological and psychological reasons for the original tension between wisdom and power, black liberation, American Indian, women’s, “primordialist” theories, realist and instrumentalist politics and to the manner in which theory can inform and queer movements in the United States. The approaches, and normative/ideational explanations. practice. Selected Greek comedies and tragedies, as course will look at the history of the emergence of These theoretical approaches will be illustrated well as Roman and medieval political thought may these movements and the impact these movements through case studies, which may include: “troubles” also be considered. Prerequisite: GO103 or permis- have had on public policy and social change. in Northern Ireland; sovereignty movements in sion of instructor. T. Burns Particular consideration will be given to movement Quebec and Chechnya; ethnic violence in Indonesia, ideology. Students will prepare a research design and Nigeria, and the former Soviet bloc; indigenous peo- GO 304H. MODERN POLITICAL THOUGHT 4 a final paper. Open to sophomores, juniors, and sen- ple’s movements in Mexico; separatism, racism, and Political thought of the Renaissance to that of the late iors. N. Taylor anti-immigrant violence in Europe; or others. nineteenth century. Selected thinkers include Prerequisite: GO103 or permission of instructor. Machiavelli, Hobbes, Locke, Rousseau, GO 314. CIVIL LIBERTIES 4 (Fulfills social sciences requirement.) K. Graney Wollstonecraft, Hegel, Marx, and Nietzsche. An analysis of recent Supreme Court decisions inter- Particular emphasis will be placed on the aspirations preting our civil liberties, civil rights, guarantee of due GO 251. TOPICS IN POLITICAL SCIENCE 3 of liberalism and the criticism these aspirations process of law, and equal protection of the laws. Topically organized courses focused on selected inspired. Prerequisite: GO103 or permission of B. Breslin problems, areas, and issues of special interest in instructor. T. Burns political science at the intermediate level. Topics vary GO 316. PUBLIC ADMINISTRATION 4 from year to year, depending upon specialization and GO 305. INTEREST GROUPS AND PUBLIC An examination of the administration of public policy research interests of the instructor. Students may POLICY 3 in the United States, with attention to government take the course more than once, with the approval of An examination of political theories and contemporary organization, budgeting, personnel, procurement, reg- the department, if the topic is different each time. practices of interest groups in the making of public ulation, due process, intergovernmental relations, and Prerequisite: for A, B, and D, GO103 or permission of policy in the United States. The course includes a reform. Students will select one federal agency or instructor; for C, GO101 or permission of instructor. review of theoretical approaches to interest groups, program for study in depth. Prerequisite: GO101 or models of policy-making, a survey of groups active in permission of instructor. R. Turner A. Comparative Politics selected policy areas, and techniques of influence. B. International Relations Prerequisite: GO101 or permission of instructor. GO 319. WHAT THE UNITED STATES C. American Politics R. Turner DOES WRONG IN THE WORLD: D. Political Theory VIEWS FROM INDIA AND GO 308. CONTEMPORARY POLITICAL ANSWERS FROM WASHINGTON 4 GO 252. THE PSYCHOLOGY OF POLITICS 3 THOUGHT 4 Outside the United States, and outside Western An examination of how citizens’ and public officials’ Political thought of the twentieth century. Primary Europe, the role of the United States in the world is attitudes, values, beliefs, experiences, and cognitive attention will be given to the influence of Nietzsche often called “dominant,” “hegemonic,” “discriminato- capacities shape political behavior and influence the as reflected in existentialism, post-modernism, and ry,” and even “trigger-happy.” One source for this cri- actions of American political institutions. Topics post-modern feminism. Additional topics might tique is India, a democracy now seeking great power include political socialization, political personality, atti- include the influence of Freudianism on political status in the world. Many informed Indian strategic tude formation and change, and political decision- thought, the debate between Rawls and Nozick on thinkers believe that the United States will block the making. Prerequisite: GO101 or permission of social justice, and the claims of communitarianism. rise of new great powers by such means as prevent- instructor. R. Seyb Prerequisite: GO103 or permission of instructor; rec- ing the international movement of high technology. Is ommended preparation: GO303 or 304. T. Burns there substance to these changes? Can the United GO 299. PROFESSIONAL INTERNSHIP IN States government make a persuasive reply? These GOVERNMENT 3 GO 309. LATIN AMERICA AND THE UNITED are the central issues of the course. Prerequisite: Internship in government, political, or legal offices for STATES 3 GO103 or permission of instructor. S. Hoffmann students with appropriate academic preparation. The An examination of the relations between Latin intern is required to produce a substantial research America and the United States, including their politi- GO 320. CASES IN TWENTIETH CENTURY paper related to the area of the internship, on a topic cal, strategic, and economic aspects. The course SUPERPOWER RELATIONS 3 approved by the faculty sponsor and the on-site reviews some of the major theoretical interpretations An analysis of Cold War and post-Cold War interna- supervisor. Prerequisite: GO101 or 103 (depending of these relations and analyzes some crucial histori- tional politics focusing on United States-Russian con- on the area of the internship) and one other govern- cal events and developments before focusing on cru- frontations with each other and with their allies. ment course in the area of the internship (American, cial contemporary topics including collective security, Students will use cases to examine the evolution of comparative, or international). revolutionary change, imperialism and nationalism, international security issues including arms control, economic issues, human rights and democracy, drug regional conflicts from Cuba to Vietnam to GO 301. CONTEMPORARY INTERNATIONAL traffic, and migration. Prerequisite: GO103 or permis- Afghanistan, and the new challenges of the post- POLITICS AND LAW 4 sion of instructor. A. Vacs 1989 era such as the wars in the Persian Gulf and An analysis of changes in international politics and the former Yugoslavia. Prerequisite: GO103 or per- law from the Cold War to the present. Topics include GO 311. CONSTITUTIONAL LAW 4 mission of instructor. K. Graney regional conflict; multilateral peacekeeping; prolifera- A survey of the American constitutional system tion of weapons of mass destruction; international emphasizing sources and uses of governmental GH 322. THE HISTORY AND POLITICAL law; human rights; and the structure, function, and power, the political role of the Supreme Court, the THOUGHT OF THE AMERICAN role of international organizations and nongovern- Court’s jurisdiction, and the allocation of powers REVOLUTION 3 mental organizations. Students actively engage in between the federal government and the states. The creation of a new nation, 1763–1789. This global problem-solving exercises utilizing theoretical B. Breslin course will give special attention to the political ideas concepts, case studies, policy briefs, and policy which gave direction to the American Revolution and debates. This course may be taken in conjunction GO 312. CONTEMPORARY CONSTITUTIONAL the Constitution. Prerequisite: GO101 or permission with participation in Model United Nations, Model PROBLEMS 3 of instructor. European Union, or other intercollegiate simulations. An examination of selected constitutional issues, Prerequisite: GO103 or permission of instructor. including the proper role of the Supreme Court in our GH 323. DISSIDENT POLITICAL THOUGHT 4 R. Ginsberg political system. The course covers theories of judi- This course will examine the writings of several dissi- cial review, as well as many of the complexities of dents of the twentieth century (including Milosz, modern civil rights and civil liberties. Prerequisite: Solzhenitsyn, and Havel) and their unique contribu- permission of instructor. B. Breslin tions to the enduring themes of political theory. Prerequisite: GO103 or one political theory course. F. Taylor

107 GO 327. POLITICS IN RUSSIA AND THE SOVIET GO 339. INTERNATIONAL POLITICAL GO 356. AFRICA IN INTERNATIONAL SUCCESSOR STATES 4 ECONOMY AND THE ENVIRONMENT 4 AFFAIRS 4 An analysis of politics in Russia and in the post-com- Explores changes in international politics that lend Africans and outsiders with interests in Africa have munist republics of the former Soviet Union. After more weight to economic and environmental issues been concerned with matters of land, water, plants, analyzing the disintegration of the U.S.S.R. under and analyzes the responses to those changes of and other natural resources. State and nonstate Gorbachev, the course will focus on the attempts developed and developing countries and regional, actors have sought to manage, control, or extract since 1991 to create democratic political systems. international, and nongovernmental organizations. them for economic gain or use them as weapons of Special attention will be paid to elections, constitu- Students examine different theoretical perspectives political control. Topics to be covered in this course tions, political party formation, parliaments, leader- on international political economy issues, engage in include the political economy of conflict; human and ship strategies, and nationalism. Prerequisite: GO103 problem-solving exercises, and conduct a major environmental control; African cash crop production, or permission of instructor. K. Graney research paper or prepare for participation in Model mining, and oil drilling; the politics of famine and United Nations, Model European Union, or other sim- drought; and regional and international control of GO 328. NATIONALISM, COMMUNISM, AND ulation exercises. Prerequisite: GO103 or permission water. These topics will be analyzed in the context of DEMOCRACY: POLITICS IN EAST of instructor. R. Ginsberg, A. Vacs theories of international relations and foreign policy EUROPE 4 making. Prerequisite: GO103, IA101 or consent of East European politics from 1918 to the present. The GO 344. COMPARATIVE POLITICS AND instructor. (Designated a non-Western culture course analyzes democracy and fascism before CULTURE: INDIA AND JAPAN 4 course.) C. Whann World War II, the rise and fall of communism, and the A comparison of the political systems of the two rebirth of democracy and nationalism after 1989. major Asian democracies, India and Japan, with an GO 357. SEXING GLOBAL POLITICS: GENDER Major topics include modernization and political emphasis on the role of culture in explaining political AND INTERNATIONAL RELATIONS 4 development, nationalism and political culture, one- behavior and economic development. Special atten- An exploration of how the theory and practice of party dictatorships, and multiparty presidential and tion is paid to the problems being experienced by the international relations is gendered. Students examine parliamentary democracies. Prerequisite: GO103 or Indian and Japanese versions of parliamentary how the fundamental international relations concepts permission of instructor. K. Graney democracy, and to the economic policies favored by of security and defense are defined in gendered the two governments. Prerequisite: GO103 or permis- ways, and how the practice of diplomacy, war-mak- GO 331. STATE AND LOCAL ECONOMIC sion of instructor. (Designated a non-Western culture ing, and international economic development are DEVELOPMENT POLICY 4 course.) S. Hoffmann gendered. Special focus on the environmental An introduction to the concepts, ideas, and strategies impacts of international relations’ gendered past and employed in the pursuit of state and local economic GO 351. TOPICS IN POLITICAL THOUGHT 4 present, and how women’s and environmental organi- development. We will survey and critically review the A seminar devoted to a particular issue or a particular zations work together to challenge traditional patterns range of strategies commonly used to improve the thinker. Topics will vary from year to year. Recent top- of global governance. Prerequisite: GO103 or permis- economic prospects of neighborhoods, cities, and ics have included “The ‘Public’ and ‘Private’ in Modern sion of the instructor. K. Graney regions, including luring corporations with tax breaks, Political Thought,” “Machiavelli’s Political Thought,” emulating Silicon Valley, promoting high technology, and “Shakespeare’s Rome.” The course may be GO 362. POLITICS OF THE CONGRESS 4 building sports stadiums and prisons, and community repeated with the approval of the department. A seminar devoted to the examination of the congres- development. This course will rely heavily on inter- Prerequisite: GO103 or permission of instructor. sional system through research, class discussion, views of policymakers and analysis of state policies Recommended additional preparation: GO303 or 304. and written work. Prerequisite: GO101 or permission and problems to help students appreciate the impor- The Department of instructor. R. Seyb tance and complexity of economic development policy. A background in economics is not required. GO 352. WOMEN AND THE LAW 4 GO 365. TOPICS IN COMPARATIVE POLITICS 4 Prerequisite: GO101 or permission of instructor. The rights of women under constitutional and statute Selected issues, regions, and research in compara- R. Turner law in the United States. Examines changing patterns tive politics. Topics will vary from year to year, in the legal status of women, legal protection against depending upon specialization and research interests GO 333. AMERICAN POLITICAL RESEARCH 4 public and private discrimination, and the effective- of the instructor. Possible topics: post-authoritarian A senior seminar in which each student will conduct ness of law as an instrument of social change. transitions in Eastern Europe; party politics in Israel. individualized research into a topic or question in Students will participate in a moot court Prerequisite: Students may take the course more than once, with contemporary American politics. Each student will GO101 or permission of instructor. The Department the approval of the department, if the topic is different prepare a research design, class progress reports, each time. Prerequisite: GO103 or permission of the and a final paper. Special attention will be given to GO 353. SEX AND POWER 4 instructor. The Department primary sources, such as government documents, Examines changing patterns in the regulation of sex, and to computer-based research techniques and sexuality, and representations of sex and sexuality GO 366. TOPICS IN INTERNATIONAL resources, such as Internet and data bases. under constitutional and statute law in the United RELATIONS 4 Prerequisite: Senior government major status, or per- States. Attention will be focused on how these regula- Selected issues, regions, and research in internation- mission of the instructor. R. Turner tions support or challenge power relationships. al relations. Topics will vary from year to year, Students will participate in a moot court. Prerequisite: depending upon specialization and research interests GO 334. THE UNITED STATES PRESIDENCY 4 GO101 or permission of instructor. The Department of the instructor. Possible topics: Commonwealth of An analysis of the Presidential role in United States Independent States (former Soviet Union), conflict politics. The course will examine the expansion of the GO 354. FEMINIST POLITICAL THOUGHT 3 and compromise; United States and Japan, allies in constitutional and political powers of the President in A critical exploration of contemporary feminist political collision. Students may take the course more than the light of contemporary politics. Prerequisite: thought. The course will focus on the different con- once, with the approval of the department, if the topic GO101 or permission of instructor. R. Seyb ceptions of subjectivity found within feminist thought is different each time. Prerequisite: GO103 or permis- and the implications of those conceptions for political sion of the instructor. The Department GO 338. INTERNATIONAL DIPLOMATIC society. Readings will come from a wide range of NEGOTIATIONS 4 approaches including postmodernism, psychoanalytic GO 367. TOPICS IN AMERICAN POLITICS 4 An exploration of the techniques and practice of theory, and standpoint theory. Prerequisite: GO101 or Selected issues, periods, and research in American diplomatic negotiations as a peaceful way of resolv- 103, or permission of instructor. N. Taylor politics. Topics will vary from year to year, depending ing international disputes. The course addresses a upon the specialization and research interests of the variety of international negotiating problems (political, GO 355. AFRICAN POLITICS 4 instructor. Possible topics include: urban government, strategic, environmental, and economic) that involve An analysis of states and societies of Africa during politics of AIDS, political role of the labor movement, different kinds of actors (great, intermediate, and the colonial and independent periods. Topics to be etc. Students may take the course more than once, small powers; intergovernmental and nongovernmen- covered include: the effect of colonialism on state with the approval of the department, if the topic is dif- tal organizations; and private groups) from various structures, social groupings, and ethnic identities; ferent each time. Prerequisite: GO101 or permission parts of the world in diverse settings (global, regional, regime types and domestic politics; pressures to pop- of the instructor. The Department and local). Theoretical materials and case studies are ulate regions that are not easily habitable; the effects used to gain insight into the issues and questions of disease, starvation, and natural disaster on the involved in diplomatic negotiations. Prerequisite: continent’s demographics; and public policies to mas- GO103 or 201 or permission of instructor. A. Vacs ter water and land. Prerequisite: GO103, or permission of instructor. (Designated a non-Western culture course.) C. Whann 108 GO 371, 372. INDEPENDENT STUDY 3, 3 SUMMER COURSES An opportunity for qualified majors to do special stud- Higher Education ies in the field of political science beyond or outside Opportunity Program/ HE 100. ACADEMIC WRITING 3 of the regular departmental offerings. The student’s A course designed for HEOP/AOP students that study program is supervised by a member of the Academic Opportunity includes work on grammar, sentence structure, para- department. Written work and regular periodic discus- graph development, and ESL concerns. It will intro- sion meetings are required. The Department Program duce interpretation and documentation of academic texts from a variety of disciplines. Students will move GO 375. SENIOR THESIS 4 Director: Susan Layden from short papers and revisions to a final analytical Optional for government majors. Particularly recom- five-page paper. mended for majors wishing to develop a problem or Associate Director: Monica Minor theme in depth and for those working toward profes- MA 100. QUANTITATIVE REASONING 3 sional careers or in preparing for graduate work. The The Higher Education Opportunity Program Study of practical arithmetic and geometry, data gath- student’s work is supervised by a member of the ering and analysis, introductory probability and statis- department. Individual and, if appropriate, group con- (HEOP) recruits and admits talented and motivated students from New York State who oth- tics, size and bias in sampling, hypothesis testing, ferences will be held during the term. Written work confidence intervals and their use in statistical analy- and regular periodic discussion meetings are erwise, owing to academic and financial cir- sis, linear relationships, interpolation and extrapola- required. Proposals for the senior thesis must be pre- cumstances, would be unable to attend tion, correlation, linear and exponential growth with pared in consultation with a government faculty the- Skidmore College. practical applications. This course is primarily intend- sis-sponsor, approved by the sponsor and the stu- ed to fulfill the first part of the quantitative reasoning dent’s advisor, and submitted to the chair for approval The Academic Opportunity Program (AOP) requirement. during the semester preceding the one in which the recruits and admits students who are HEOP- student wishes to work on the thesis. Application like in their academic and economic profiles, HPB. BASIC MATHEMATICS deadlines precede registration periods; see the This course addresses quantitative skills such as: department calendar for specific dates. yet are not eligible for support from the program because they reside in states other than number relations, computations, percents, word prob- The Department lems, statistics, and the interpretations of graphs. It is New York or have income levels slightly above intended to prepared students for MA100. GO 399. PROFESSIONAL INTERNSHIP IN the HEOP economic eligibility guidelines. GOVERNMENT 3, 6, or 9 HPC. LANGUAGE SKILLS Internship experience at an advanced level in govern- Holistic in the approach to student develop- This is a remedial course that includes both basic ment, political, or legal offices for students with sub- ment, both programs provide academic, finan- grammatical skills and the writing of one- and two- stantial academic preparation. The intern must pro- cial, and counseling services, beginning with a page essays. The instructor reviews sentence struc- duce a major research paper related to the area of required, prefreshman, on-campus summer ture, usage, some ESL techniques, and paragraph the internship, on a topic approved by the faculty development. The student progresses to longer sponsor and the on-site supervisor. Prerequisite: program. The Summer Academic Institute strengthens students’ academic and study essays and the creation of a portfolio of his/her best GO101 (if internship is in the area of national politics work. or a legal office), or GO103 (if internship is in the skills and prepares them for an academically area of comparative or international politics), and at and personally successful college experience. HPE. PERSONAL DEVELOPMENT AND least two advanced courses in the appropriate field EXPLORATION WORKSHOP for the internship. This course uses a discussion/seminar format to discuss a variety of topics related to the college experience. Using a problem-solving paradigm, students will explore the challenges inherent in making the transition from high school to college.

HPG. PRE-SCRIBNER SEMINAR/STUDY SKILLS WORKSHOP This course follows the format of the Human Dilemmas section of SSP100 Scribner Seminar. Students are introduced to a variety of classroom settings, including lectures, guest lectures, discussion meetings, and performances. The study skills component of this course uses the content of the pre- Scribner Seminar readings and discussions to help students improve reading comprehension, time-management, note taking, analytical, and library skills.

ACADEMIC-YEAR COURSES

HE 100. ACADEMIC WRITING 3 A course designed for HEOP students that includes work on grammar, sentence structure, paragraph development, and ESL concerns. It will introduce interpretation and documentation of academic texts from a variety of disciplines. Students will move from short papers and revisions to a final analytical five- page paper.

HPF. STUDY SKILLS This course is offered to first-year students as a continuation of the study skills workshop offered during the summer program. The focus of this course remains the development of time-management, note- taking, test-taking, and reading-comprehension skills; however, the content of the course will be based upon first semester courses.

109 History THE HISTORY MAJOR: A major requires thir- THE HISTORY MINOR: A minor in history con- ty-two credits in history, including the colloqui- sists of twenty credits in history including nine Chair of the Department of History: Jennifer um and nine additional credits at the 300 level. credits at the 300 level. Delton Students should take additional colloquia if possible. Credits toward the major: Courses successfully Associate Professors: Margaret J. Pearson, completed through Advanced Placement, Jennifer Delton, Matthew D. Hockenos History courses that ordinarily carry three cred- courses completed at other accredited institu- it hours may carry four credit hours when they tions, and course credit received in programs Assistant Professors: Jordana Dym, Erica have a fourth contact hour of class or when abroad may, with the permission of the chair, Bastress-Dukehart, Tillman Nechtman they qualify as enhanced courses without a be counted toward history requirements. Of required fourth contact hour of class, develop- the work submitted for the major, interdepart- “An unexamined life is not worth living.” ing particular student skills and offering a dis- mental majors, and the minor, the department —Socrates tinctive approach to learning. Enhanced cours- requires that at least half be credits taught in es are so designated in the master schedule the Skidmore History Department and listed in History is a way by which men and women and follow one of the following models: the Skidmore catalog. come to understand who they are as human beings. It is the mission of the History Research in History (designated HI XXX (R)): The department will treat six credits of Department to impart to students a solid Students develop research questions and Advanced Placement in either American or knowledge of the past and to develop in them hone research skills by identifying and assess- European history accepted by Skidmore the ways of thinking they will need to make ing primary and/or secondary sources (includ- College as equivalent to four credits toward sense of broad patterns of change in different ing scholarly literature), preparing interim the major or minor in history or to the history civilizations and cultures. The History analyses (such as thesis statements, bibliogra- component of the Government/History and Department prepares students to think critically phies, drafts), and making written or oral pre- History/Philosophy interdepartmental majors. about the world they live in and their place in sentations on final research findings. it. We want them to pick up a newspaper and The following courses provide both Liberal have some context for understanding the Writing History (designated HI XXX (W)): Studies credit and credit toward the history importance of the stories therein. We want Students spend additional time drafting, revis- major or minor: LS2 113, CC226. them to make decisions in their careers and ing, and critiquing to hone their skills at argu- lives with an understanding of the moral and mentation and analysis within appropriate his- HONORS IN HISTORY: To graduate with political issues that are at stake in those deci- torical context. They attend not only to content departmental honors in history, the major must sions. We believe that this is not merely a but also to style and voice in their critical meet college requirements for honors (See function of exercising a skill called “critical papers. Graduation Honors). In addition, they must thinking,” but that it comes from, and actually receive a grade of A- or higher for their work in requires, a specific knowledge of the past that Critical Perspectives (designated HI XXX at least one colloquium. has led to the events they are reading about (C)): Students study films, listen to public lec- and the moral and political quandaries they tures, and read novels, and/or make field trips PHI ALPHA THETA: Alpha Delta Tau Chapter. face. Thus the history department considers its to enrich their understanding of history, and Founded in 1921, Phi Alpha Theta is an inter- main duty to be to give students the “historical submit critical reports on what they have national history honor society and a profes- literacy” they need in order to think critically learned in written or oral presentations. sional society for students and historians. Phi about the world in which they live. Alpha Theta recognizes academic excellence In cooperation with the advisor, a student in the study of history. Eligibility requirements The Skidmore History Department expects its majoring in history should construct a program include: completion of a minimum of four students to acquire a broad knowledge of the to include a broad knowledge of history in gen- courses in history; a 3.4 cumulative GPAin past and to be able to work in depth in areas eral, as well as specific knowledge of one area history; and a 3.2 cumulative grade-point aver- and at topics of an individual’s particular inter- of history in greater depth. The program age or better overall, and placement in the top est. Students should develop the capacity to should include a variety of approaches to the 35 percent of the class. identify major historical problems, interpret study of history and should demonstrate the varying bodies of knowledge, deal critically ability to work at different levels. Note: First-year students are welcome in all with a range of historical sources and present courses numbered 103 through 247. their ideas in a clear, vigorous, and graceful INTERDEPARTMENTAL MAJORS: In con- form. Courses offered by the department junction with the relevant departments, the HI 103. MEDIEVAL EUROPE 3 History Department offers majors in govern- The formation of Europe: from the breakdown of explore the pasts of the United States, Roman political authority in the West in the fourth England, Europe, Asia, and Latin America, and ment-history and history-philosophy. See Interdepartmental Majors. Other interdepart- century to the rise of national states and their con- range from the ancient world to the present. flicts in the fourteenth. (Fulfills social sciences History students are encouraged to develop mental majors can be arranged. The depart- requirement.) E. Bastress-Dukehart areas of interest in related disciplines and pro- ment participates in the Asian studies major grams such as international relations, and minor, the environmental studies major HI 104. EARLY MODERN EUROPEAN American and Asian studies, government, and and minor, the international affairs major and HISTORY 3 philosophy as well as to study abroad. minor, the Latin American studies minor, and The evolution of modern European politics, society, the law and society minor. and thought: from the Renaissance and Reformation to the French Revolution. (Fulfills social sciences requirement.) E. Bastress-Dukehart

HI 105. NINETEENTH-CENTURY EUROPE: IDEOLOGY AND REVOLUTION 3 An intensive examination of the revolutions in economics, politics, and society in Europe from 1789 to 1914. Emphasis on the French and industrial revolutions; the rise in nationalism, liberalism, socialism, imperialism, and the women’s movement; international rivalry and diplomacy culminating in World War I. (Fulfills social sciences requirement.) M. Hockenos

110

HI 106. TWENTIETH-CENTURY EUROPE: HI 142. INTRODUCTION TO MODERN CHINA 3 HI 217. TOPICS IN HISTORY 3 AGE OF CONFLICT 3 An introductory survey of the major political, econom- Topically organized courses based on problems and An intensive examination of the political, economic, ic, and social developments in China, from the foun- issues of special interest at the introductory level. social, and cultural history of Europe from World War dation of the last imperial dynasty in 1644 to the The specific themes to be examined may differ from I. Emphasis on world wars, fascism, Nazism, commu- present. Emphasis is on the major stages of the revo- year to year. Recent offerings include “An nism, the Holocaust, new nations and nationalism, lution, from the Opium War to the present. Introduction to U.S. Environmental History,” “Modern the Cold War, and the collapse of Soviet communism. (Designated a non-Western culture course; fulfills African History,” and “Vietnam War.” This course with (Fulfills social sciences requirement.) M. Hockenos social sciences requirement.) M. Pearson a different topic may be repeated for credit. (Fulfills social sciences requirement.) HI 107. WRITING ABOUT HISTORY 3 HI 201. GREEK HISTORY 3 A brief study of a number of significant issues in his- A study of Greece from the Mycenaean age to the A. American History tory. Students will be introduced to the discipline of Trojan War to Alexander the Great. The course focus- †B. Latin American History history and will have an opportunity to develop and es on the heroic age, the development of the city- C. British History improve writing skills. (Fulfills social sciences require- state, the origins of democracy, the nature of imperi- ‡E. Chinese History ment.) The Department alism, intellectual and cultural achievements, eco- ‡F. Japanese History nomic conditions, and family life. Special emphasis is G. Ancient History HI 108. COLONIAL LATIN AMERICA 3 given to the study of the ancient sources: literary, his- H. Medieval History Explores Latin America society from initial encounters toriographic, archaeological, and numismatic. (Fulfills I. Early Modern European History between Europeans and Native Americans to early- social sciences requirement.) M. Arnush J. Modern European History nineteenth-century wars of independence. Focuses K. Literature and Philosophy of History on interactions among native American, African, and HI 202. ROMAN HISTORY 3 L. Other European peoples and institutions. Topics include A study of Rome from its foundation by Romulus to conquest and colonization; church, crown, and com- the principate of Justinian and the end of antiquity. HI 223. AMERICA AND THE WORLD: A moner; labor and environment; class and caste; The course focuses on the Etruscan world, the rise of HISTORY OF AMERICAN FOREIGN women; and commerce in principal Spanish districts Rome in Italy, the impact of Hellenism, social and POLICY 3 (Peru, Central America, and Mexico), Portuguese political institutions in the Republic, imperialism under An examination of the development of the United Brazil, and French Saint Domingue (Haiti). (Fulfills Augustus, the evolution of Roman culture and the States from its peripheral position in world affairs to social sciences requirement; designated as a Cultural spread of Christianity. Special emphasis is given to its role as an international superpower. What has Diversity course.) J. Dym the study of the ancient sources: literary, historio- motivated American foreign policy? What has defined graphic, archaeological, and numismatic. (Fulfills America’s international and national interests? Can HI 109. CONTEMPORARY LATIN AMERICA 3 social sciences requirement.) M. Arnush we discern a continuity to American foreign policy Introduces the economic, political, social, and intel- over time, or is it defined by contingency and reac- lectual history of nineteenth- and twentieth-century HI 210. ENGLAND TO 1688 3 tion? How have Americans defined themselves Latin America. The course material is organized both Traces the history of English society and state forma- through their foreign policy? How has American for- thematically and chronologically, focusing on a series tion from the Anglo-Saxon conquests through to the eign policy betrayed American ideals? How has it ful- of topics that are key to understanding the emer- Glorious Revolution of 1688. The course will intro- filled those ideals? How has September 11 changed gence of the former colonies of Spain, Portugal, duce students to the major political and constitutional our views of America’s role in the world? (Fulfills France, and England into a group of distinct nation- developments in medieval and early modern social sciences requirement.) J. Delton states. Topics include legacies of empire, political England, including the Magna Carta, English participation, and national identity in multicultural con- Common Law, the growth of Parliament, the English HI 224H. THE ENLIGHTENMENT 4 texts, as well as dictatorship and democratization. Civil War, and the Revolution of 1688. This course Studies the most important interactions to take place (Fulfills social sciences requirement; designated as a will also address important economic, social, and cul- within and among society, politics, and culture that Cultural Diversity course.) J. Dym tural topics such as medieval society and institutions, characterized this intellectual and cultural transforma- changes in gender relations, the plague, theft and tion. Influenced by revolutionary advancements in sci- HI 110. BRITISH EMPIRE: AN poverty, and the English Reformation. (Fulfills social ence and medicine, inflamed by seditious political INTRODUCTION 3 sciences requirement.) The Department treatises, and distrustful of Catholic reforms, eigh- An introductory survey of the British Empire from its teenth-century enlightened thinkers sparked the earliest beginnings in the sixteenth century through HI 211. BRITAIN SINCE 1688 3 emergence of a new political and literary culture. decolonization in the post-World War II era. This An introductory survey course on Britain since 1688, Ultimately, the intellectual advancements that excited course will focus on the political, economic, cultural, with particular attention given to the late eighteenth, Europe’s philosophers helped shape the ideological and ecological causes and consequences of British nineteenth, and early twentieth centuries. Our focus foundations of the American and French Revolutions. overseas expansion. Topics include the ecological will be on the experience and tensions of modernity (Fulfills humanities requirement.) and biological impact of British imperialism; in Britain. Students will learn about a variety of the- E. Bastress-Dukehart Elizabethan commercial expansion; the plantings of matic topics, including the commercial revolution of Ireland; early settlements in the New World and the the 18th century, the increasing importance of CC 226. GREEK AND ROMAN HISTORIANS 3 impact on indigenous peoples; the trans-Atlantic Parliamentary government and institutions, the Readings in translation of the great chroniclers of his- slave trade and the plantation system in the growth of industrialization and urbanization, the tory from the Greek and Roman worlds: Greek, the Caribbean; the American Revolution and the end of decline of rural life, the rise of liberalism, radicalism, works of Herodotos (the father of history), Thucydides the first British Empire; the ideologies of the British and social reform, and the impact of empire on British and Xenophon; Roman, the works of Livy, Polybius, Raj in India; the “New Imperialism” of the late nine- cultural identity. Finally, we will touch on some of the and Tacitus. The course will focus on the methodolo- teenth century and the “scramble for Africa”; the important themes of the 20th century, such as the gy of writing history, comparative studies, and mod- transfer of technology and culture; decolonization; emergence of the welfare state and the eclipse of ern interpretations. (Counts toward the history major.) and the contemporary legacy of empire. (Fulfills British power in the world. (Fulfills social sciences social sciences requirement.) T. Nechtman requirement.) T. Nechtman HI 228. RACE, CLASS, AND GENDER IN LATIN AMERICA 3 HI 121. AMERICAN HISTORY TO THE CIVIL Looks at how different ideas about race and ethnicity WAR 3 have shaped Latin American politics and societies An exploration of major issues and problems of the from colonial times to the present. Themes covered American past: the colonial experience to the Civil include: interactions of Iberian, American, African, War. (Fulfills social sciences requirement.) J. Delton and Asian peoples; official and unofficial management of multiethnic and multicultural societies; scientific HI 122. AMERICAN HISTORY SINCE THE CIVIL racism; and the relation between theories of race and WAR 3 development of ideas about class, gender, and An exploration of major issues and problems of the nation. (Fulfills social sciences requirement; designat- American past: from the Civil War to the present. ed as a Cultural Diversity course.) J. Dym (Fulfills social sciences requirement.) J. Delton †Designated Cultural Diversity courses

‡Designated non-Western culture courses 111 HI 229. WAR AND PEACE IN 20TH CENTURY HI 298. HISTORY WORKSHOP 1 HI 312. MODERN ENGLAND: WHIGS LATIN AMERICA 3 A topical workshop, seminar, discussion group or AND TORIES 3 Examines the social, economic, political, and intellec- lab/studio experience, which can link to a regular An intensive examination of the early industrial state tual causes and consequences of important internal History Department course offered at the 200 level or in its political and economic development but also and international wars in 20th century Latin America. serve as a freestanding course. with reference to its appearance in art and literature. The course will consider cases of successful and Attention will be given not only to the development of unsuccessful attempts to achieve political change A. American History J. Delton party government and the emergence of an industrial ranging from the Mexican Revolution to Central B. British History T. Nechtman society but to diverse impulses toward reform. America’s road from war to peace in the 1980s and C. Medieval History E. Bastress-Dukehart The Department 1990s, to U.S. interventions in the Caribbean and mil- D. Early Modern European itary dictatorships in South America. Why certain sec- History E. Bastress-Dukehart HI 315. CRIME AND PUNISHMENT IN EARLY tors promote war, the justifications of war, why others E. Modern European History M. Hockenos MODERN EUROPE (1400–1800) 3 choose to instigate or participate in conflict and vio- F. Ancient History M. Arnush An investigation of the history and theory of crime lence, what conditions are required to consider a con- G. Literature and Philosophy of History and punishment in an age when criminal violence flict concluded, what factors (internal and internation- H. Latin American History J. Dym and state violence were often indistinguishable and al, ethnic, religious, gender, etc.) shape specific con- J. Japanese History M. Pearson unmediated. Over the course of four hundred years, flicts, are principal questions. (Fulfills LS2 require- K. Chinese History M. Pearson Europe experienced a transformation from the perse- ment.) J. Dym cuting societies of the Middle Ages, through the ter- rors of religious wars and the Inquisition, to HI 241. INTRODUCTION TO IMPERIAL CHINA 3 HI 299. PROFESSIONAL INTERNSHIP IN Beccarea’s “enlightened” and Bentham’s utilitarian An introductory survey of the major cultural, political, HISTORY 3 rejection of traditional criminology. Starting with and ideological developments in China from earliest Internship opportunity for students whose curricular Michel Foucault’s influential work, Discipline and times to the fall of the last Chinese dynasty, with foundations and cocurricular experience have pre- Punish, the readings for this course address domi- focus on several important eras and their contribu- pared them for professional work related to the major nant social norms and ever-changing definitions of tions to Asian civilizations. (Designated a non- field. With faculty sponsorship and department deviance. The course explores the intellectual, social, Western culture course; fulfills social sciences approval, students may extend their educational and political justification for punishment, and the requirement.) M. Pearson experience into such areas as archives, museums, ensuring conflicts between conceptions of authority galleries, libraries, historical societies, preservation, and individual freedom. E. Bastress-Dukehart HI 247. THE RISE OF JAPAN 3 and other professional areas. Prerequisite: previous An introductory survey of Japanese history and cul- study related to the area of the internship experience. HI 321. AMERICAN COLONIAL HISTORY 3 ture from its beginnings through World War II. Focus From the age of discovery to 1763. This course is on ways in which Japanese women and men have Note: Courses on the 300-level are open to examines the evolution of mature American societies transformed borrowings from other cultures to create sophomores only with permission of instructor. from their European origins, and gives special atten- their unique forms of government, society, and the tion to the increasingly shared experiences, ideas, arts. Sources include a diary, short stories, legal doc- and institutions of the thirteen diverse colonies which HI 301. EARLY MEDIEVAL CIVILIZATION 3 uments, and films. (Designated a non-Western cul- later became the United States. The Department The culture and society of Europe: 300–1100. Special ture course; fulfills social sciences requirement.) emphasis upon the development of the early M. Pearson Christian church, the thought of Augustine of Hippo, GH 322. THE HISTORY AND POLITICAL the rise of Charlemagne’s Frankish Empire, and the THOUGHT OF THE AMERICAN HI 254. INTELLECTUAL HISTORY economic revival of Europe in the eleventh century. REVOLUTION 3 MODERN EUROPE 3 E. Bastress-Dukehart The creation of a new nation: 1763–1789. This The principal currents of modern European thought: course will give special attention to the political ideas the nineteenth and twentieth centuries. M. Hockenos which gave direction to the American Revolution and HI 302. THE HIGH MIDDLE AGES 3 the Constitution. The Department European civilization: 1100–1400. Special emphasis HI 258. EUROPEAN FASCISM 3 upon the Renaissance of the twelfth century; the An examination of the origins, nature, and history of rediscovery of Aristotle; the thought of Peter Abelard, HI 323. THE NEW AMERICAN REPUBLIC 3 fascism in Europe between the two world wars. Thomas Aquinas and William of Ockham; the Roman From Washington through Jackson, 1789–1840. This Through primary and secondary source readings, Church at its height; the breakdown of Christian unity. course will examine the United States as an emerg- novels, and films the course attempts to define fas- E. Bastress-Dukehart ing nation in search of security and stability in the cism by exploring the similarities and differences face of political, economic, social, and international between fascism, right-wing authoritarianism, anti- pressures, and study how that republic evolved to HI 303. INTELLECTUAL HISTORY MEDIEVAL semitism, racism, and Nazism as they manifested become the democracy of the Jacksonian age. AND RENAISSANCE 3 themselves in Italy, Spain, and Germany. The Department The principal currents of Western European thought: M. Hockenos the Middle Ages, the Italian Renaissance, and the Renaissance of the North. E. Bastress-Dukehart HI 324. CIVIL WAR AND RECONSTRUCTION 3 HI 261. AFRICAN-AMERICAN HISTORY 3 Division and reunification, 1840–1877. This course A history of black people in America from slavery will examine the importance of sectionalism, the HI 305. SCIENCE AND THE CHURCH: EUROPE through emancipation to the present. The course breakdown of national institutions, the revolutionary FROM LUTHER TO VOLTAIRE 3 examines such topics as slave culture, black resist- impact of the war, and the dilemmas attending recon- The emergence in early modern Europe (1500–1800) ance, the Harlem Renaissance, the development of ciliation. Special attention will be given to the role of of two competing world views: Christianity and scien- jazz, blues, and soul music, the civil rights movement race in shaping popular attitudes and public policy tific rationalism. The course will examine the competi- and its aftermath, and the crisis of the inner cities in before, during, and after the war. The Department tion between these two ideologies for control of the understanding how African Americans have defined political, economic, and social machinery of their place in American life. (Fulfills social sciences European culture, especially as represented by the HI 328. AMERICA IN THE AGE OF REFORM: requirement; designated as a Cultural Diversity modern state, and for the right to define the principal THE PROGRESSIVE ERA, course.) J. Delton modes of cultural expressionthe literary, plastic, and 1890s–1919 3 performing arts. E. Bastress-Dukehart The United States’ response to industrialization, immigration, urbanization, and economic crisis in the late nineteenth and twentieth centuries. This course HI 306. THE FRENCH REVOLUTION AND use a variety of primary and secondary materials to NAPOLEON, 1789–1815 3 examine how Americans deal with the problems of A study of the causes and course of the Revolution in modernity. J. Delton France, the reign of Napoleon, and the effects of the Revolution and Napoleon on other European states. Prerequisite: One college course in European history or political thought. M. Hockenos

112 HI 329. THE AMERICAN CENTURY 3 HI 363. TOPICS IN HISTORY 3 A seminar that examines the intersection of domestic Topically organized courses based on problems and Honors Forum politics and foreign relations since 1945. Time-Life issues of special interest at the introductory level. Corporation’s Henry Luce coined the term “American The specific themes to be examined may differ from Each semester, the faculty offer ten to twenty Century” in 1941 to describe what he hoped would be year to year. Recent offerings include “An designated sections of courses as Honors. America’s new global dominance. But what did he Introduction to U.S. Environmental History,” “Modern The courses come from the full spectrum of really mean? Was it an expression of American ideal- African History,” and “Vietnam War.” This course with the curriculum, are often introductory in nature, ism or a refutation of it? Were there alternative a different topic may be repeated for credit. (Fulfills and are usually open to first-year students. visions of American world leadership? How did social sciences requirement.) With prior approval, students may design inde- domestic concerns both further and constrain pendent projects to investigate further topics American power? How did events like the Vietnam A. American History introduced in prior courses. Recent Honors War, the Civil Rights Movement, and September 11 †B. Latin American History changed our understanding of American Power in the C. British History Forum course offerings have included: world? J. Delton ‡E. Chinese History ‡F. Japanese History AH 265 History of Modern Design HI 330. POLITICS AND SOCIETY IN G. Ancient History AM 232 New England Begins LATIN AMERICA 3 H Medieval History AN 101 Introduction to Cultural Anthropology A consideration of the important aspects of Latin I. Early Modern European History AN 242 North American Indians American politics, economy, society, and culture in J. Modern European History AR 115 Fiber Arts historical context, focusing on a specific geographical K. Literature and Philosophy of History CC 200 The Classical World region. From the encounters of Indian, African, and L. Other CC 220 Classical Mythology Spaniard in the fifteenth century through the turning CH 107 Intensive General Chemistry over of the Panama Canal by the U.S. government to DA 230 Introduction to Dance, History, Literature, Panamanian authorities in 1999, Latin American soci- HI 371, 372. INDEPENDENT STUDY 3, 3 and Repertory ety and political systems have developed in tandem Research in any period or topic in history not avail- EC 104 Introduction to Microeconomics with the rest of the Western Hemisphere. Topics able in existing course offerings. Consent of the ED 200 Child Development and Learning might include: political traditions; sugar, coffee, department is required. EN 105 Expository Writing: “America, In Extreme,” bananas, and oil: dependent development; religious “Conceptions of the Self,” and “Utopian Vision” traditions; intellectual currents; popular culture; HI 375. COLLOQUIA IN HISTORY 3 EN 211 Fiction women; indigenous peoples and modern societies; Each year the department will offer colloquia in sev- EN 213 Poetry race; labor; reform, intervention and revolution; and eral of the areas listed below, the specific theme in EN 303 Peer Tutoring in Expository Writing human rights. This course may be repeatable, if for a an area to be announced before registration. Each EN 351 English Romanticism different topic/region. J. Dym colloquium will require readings for the weekly dis- FF 221 Twentieth Century French Literature cussion meetings, oral reports, and a paper based on FL 263A The Fantastic in Literature A. Mexico the student’s research. All colloquia are open to any HI 121 American History to the Civil War B. Central America student meeting the prerequisite of twelve credit LS2 101 The Victorian Illustrated Book: A Marriage C. Southern Cone hours in history. At least six credit hours of prior work of Image and Word D. The Andes should be in the same area (i.e., American, English, LS2 150 Literacy and Social Power E. The Caribbean Medieval, etc.) as the colloquium chosen. By permis- LS2 194 Genocide, War Criminals, and Justice sion of the instructor only. LS2 206 Sleep and Dreams MA 111, 113 Calculus I, II HI 335. GERMAN HISTORY SINCE 1918 3 A. American History J. Delton MA 125, 225, 325 Problem Solving in An examination of the cultural, economic, political, B. British History Mathematics and social history of Germany from 1918 to the pres- C. Medieval History E. Bastress-Dukehart MB 224 Foundations of Organizational Behavior ent. Through primary and secondary sources, films, D. Early Modern European MB 336H Diversity and Discrimination in the and novels, we examine Germany’s brief and ill-fated History E. Bastress-Dukehart American Workplace: Is the Melting Pot attempt at democracy in the Weimar Republic, the E. Modern European History M. Hockenos Boiling Over? genocidal rule of Hitler and the Nazis, the occupation F. Ancient History M. Arnush PH 103 Introduction to Philosophy and division of Germany after the Second World War, **G. Chinese History M. Pearson PY 221 Galaxies and Cosmology the ideological struggle between Germany’s place in **H. Japanese History M. Pearson SO 101 Sociological Perspectives the Cold War and finally the (re)unification of I. Literature and Philosophy of History SO 201 Social Issues Germany and the ghosts of the Nazi and communist J. Early Modern European past. Prerequisite: One college course in European History E. Bastress-Dukehart history. M. Hockenos HF 100. HONORS FORUM WORKSHOP 1 A topical workshop, seminar, discussion group or HI 343. THE CHINESE REVOLUTION 3 HI 399. PROFESSIONAL INTERNSHIP IN lab/studio experience sponsored through the Honors An examination of the major issues and events in the HISTORY 3 Forum. HF100 may be offered as an optional honors Chinese Revolution, from the foundation of the Professional experience at an advanced level for jun- credit linked to a regular course offering at the 100 Republic in 1911 to the present, with emphasis on the iors and seniors with substantial academic and cocur- level, or as a free-standing academic experience relationships between social, economic, and political ricular experience in the major field. With faculty open to Honors Forum and other highly motivated goals; the methods used to gain them; and the sponsorship and department approval, students may students. Prerequisites: as determined by the instruc- impact of changes on personal and intellectual free- extend their educational experience into such areas tor and the Honors Forum Council, concurrent enroll- dom. (Designated a non-Western culture course.) as archives, museums, galleries, libraries, historical ment in a particular 100-level course, or completion M. Pearson societies, preservation, and other professional areas. of a prerequisite course. Prerequisite: previous study related to the area of the HI 347. JAPAN’S MODERNIZERS: SAMURAI, internship experience. WEAVERS, WRITERS, AND PROSTITUTES 3 The lives and works of men and women who transformed nineteenth-century Japan from feudalism to modernity, and from weakness and isolation to international prominence. Autobiographies, novels, films, and conventional histories will be used to show how Japan was able to change so rapidly. (Designated a non-Western culture course.) M. Pearson †Designated Cultural Diversity courses

‡Designated non-Western culture courses

**Designated non-Western culture courses 113 HF 101. FIRST-YEAR HONORS COLLOQUIUM 1 HF 203. CITIZEN STUDENTSHIP 4 A weekly discussion group for first-year members of A course that places students at the center of the Interdepartmental Majors the Honors Forum. Topics might include the evolving learning process. Students from Skidmore College goals and methods of higher education, the nature of designed the course’s structure, readings, and peda- BIOLOGY-CHEMISTRY research and the ethics of scholarship in the acade- gogy as an introduction to a self-motivated and self- my, competing and complementary modes of inquiry, governed approach to learning. Interdisciplinary by No new majors accepted pending deactivation. the intellectual demands of collaborative and interdis- nature, the course challenges students with critical ciplinary learning, and the myriad forces that seek thinking and writing, student-driven discourse, gover- BIOLOGY-PHILOSOPHY expression and balance as we create a college com- nance, citizenship, and character development. munity. The course will focus on objects of study Students and the instructor work in a collaborative The major will complete a minimum of six drawn from the arts, sciences, humanities, and social manner to design course goals, select readings, sciences. Materials may include readings from vari- develop assignments, and direct class discussions. courses in each department and a total of fif- ous fields of study, films, performances, lab demon- Prerequisite: Expository Writing and at least sopho- teen courses in both. The courses chosen strations, case studies, exhibits, historical artifacts, more standing or permission of instructor. from philosophy must include PH203, 204, and and site visits. Student work will include participating 375. Students seeking honors in the major in panel discussions and writing essays that address HF 271, 272. HONORS INDEPENDENT must complete either BI375 or PH376 in the aspects of the major disciplinary foci. STUDY 1-4 senior year with a grade of A- or better (these An independent research or project opportunity for will be counted toward the requisite total of 15 HF 200. HONORS FORUM WORKSHOP 1 unusually well qualified first-year or sophomore stu- courses). Honors distinction also requires a A topical workshop, seminar, discussion group or dents working at honors level. In consultation with a positive recommendation from both depart- lab/studio experience sponsored through the Honors sponsoring faculty member, the student proposes to Forum. HF200 may be offered as an optional “hon- the Honors Council a project that builds upon the stu- ments. The major will have an advisor from ors” credit linked to a regular course offering at the dent’s academic background and interests and con- each department, and the program must be 200 level, or as a freestanding academic experience cludes in an honors paper or project to be shared approved by both chairs. The biology-philoso- open to Honors Forum and other highly motivated with the wider student community. The Honors phy major leads to the bachelor of arts degree. students. Prerequisites: as determined by the instruc- Independent Study may not be substituted for avail- tor and the Honors Forum Council, concurrent enroll- able Honors courses. BUSINESS-ECONOMICS ment in a particular 200-level course, or completion of a prerequisite course. HF 300. HONORS FORUM SEMINAR 1 The following courses are required for the An honors seminar for more advanced students cen- major: MB107, 214, 224, 234, 235, 306, 338, HF 201. GREAT BOOKS WORKSHOP 1 tered on a topic, research project, or other academic Offers students an opportunity to become a trained activity pertinent to one of the academic disciplines. 349, and one 300-level elective in business; leader in the Junior Great Books program, an innova- Prerequisites: open to junior and senior Honors and EC103, 104, 235, 236, 237, and at least tive curriculum designed to foster creative thinking Forum students and other highly motivated students six additional credit hours at the 300 level in and reading enjoyment in elementary and secondary with advanced standing, appropriate course back- economics. To be eligible for honors, a student school education, and gain practice leading discus- ground, or permission of the instructor. must receive at least an A- on a thesis accept- sion groups to bring literature alive. Certification as a able to both departments. The thesis must be Junior Great Books instructor is an asset for those HF 301. SENIOR HONORS SYMPOSIUM 1 defended before a joint committee from the interested in pursuing public and private elementary Weekly discussions, readings, and presentations for two departments. The major leads to a bache- and secondary school teaching. This course includes seniors who are working on their culminating disci- lor of arts degree. a weekend training session. It is required preparation pline-based or interdisciplinary projects. As students for a follow-up one-credit spring semester Honors present their emerging research projects, they Forum Practicum where Skidmore students will, in explore different modes of inquiry among the various BUSINESS-FRENCH pairs, lead discussions with Schuylerville Junior High academic disciplines, compare processes of discov- students as part of the Expanding Horizons program. ery and methods of research, and examine claims The major requires fifteen courses, nine in Written work includes a journal and two briefs (short, made by disciplines for the value of their modes of business and six in French. In business these focused papers). Permission of instructor is required. apprehension and expression. Discussions will pro- include MB107, 214, 224, 234, 235, 306, 338, vide highly motivated seniors with an opportunity to 349, and EC237. In French, these include HF 202. GREAT BOOKS PRACTICUM 2 reconnect with interdisciplinary linkages introduced in FF208, 210, 220, 301; one course covering A follow-up to HF 201 Great Books Workshop. Liberal Studies and cross-disciplinary debate. Students who are trained leaders in the Junior Great L. Simon, P. Boshoff, Honors Forum Faculty material prior to 1800 from FF213, 214, 216, Books program will, in pairs, lead weekly discussions 224; one course covering material after 1800 with seventh and eighth grade students at HF 371, 372. HONORS INDEPENDENT from FF219, 221, 223; and FF376. 220 must Schuylerville Junior High as part of the Expanding STUDY 1–4 be taken in conjunction with a Management Horizons program. Students will promote creative An independent research or project opportunity for and Business class. Students enrolled in 301 thinking and reading enjoyment and gain practical well-qualified junior or senior students working at will write their final paper on a topic in conjunc- experience in a secondary school. Leaders will be honors level. In consultation with a sponsoring faculty tion with a business class. To be considered observed twice per semester during the 10–12 week member, the student proposes to the Honors Council for honors, the student must receive at least session, and the class will meet on campus several a project that builds upon the student’s academic an A- in FF374 “Thesis,” to be written in times as well. This course is ideal for those interested background and interest and concludes in an honors in pursuing public and private elementary and sec- paper or project to be shared with the wider student French, which integrates the two disciplines ondary school teaching. Written work includes a jour- community. Honors Independent Study may not be and is acceptable to both departments. The nal and two briefs (short, focused papers). The one- substituted for available honors courses. major leads to a bachelor of arts degree. credit Honors Forum Workshop is a prerequisite for the course. Permission of instructor is required. Students can repeat this course for credit.

114 BUSINESS-GERMAN DANCE-THEATER ECONOMICS-MATHEMATICS

The major requires fifteen courses, nine in The qualified student of dance wishing to pur- The requirements in economics are: EC103, business and six in German. In business, sue a liberal and technical education may do 104, 235, 236; and at least nine additional these include MB107, 214, 224, 234, 235, 306, so, beginning in the first or sophomore year, in credit hours in economics, at least six of which 338, 349, and EC237. In German, these an interdepartmental dance-theater program are at the 300 level. The mathematics-comput- include FG215, 220, 301, 376, and three more leading to a bachelor of science degree. The er science courses must include MA111, (or German courses above FG203, at least one of basis for dance study is modern dance and both MA108 and 109), 113, 200, 202, 204; which is at the 300 level. FG220 must be ballet. Requirements in dance are as follows: either MC316 or MC302; and one additional taken in conjunction with a Management and eighteen credit hours of technique; DA230; 300-level course in mathematics or computer Business class. One German course may be and one course from among DA227, 228, 335, science. A senior thesis or project integrating designated FL or LS. Students enrolled in 301 or 376 by permission only. Theater require- both disciplines (presented to both depart- will write their final paper on a topic in conjunc- ments include TH103, 129, 231, 250; and ments) is required for honors. The major leads tion with a business class. To be considered TH230 or 341. In the senior year, either TH376 to a bachelor of arts degree. for honors, the student must receive at least (senior project combining dance and theater) an A- in FG374 “Thesis,” to be written in or two courses from among DB393, 394, ECONOMICS-PHILOSOPHY German, which integrates the two disciplines DM393, 394. and is acceptable to both departments. The In philosophy, students must take PH203, 204, major leads to a bachelor of arts degree. ECONOMICS-FRENCH and three 300-level philosophy courses, including PH375. Requirements in economics are EC103, BUSINESS-GOVERNMENT Requirements in economics include EC103 104, at least two 200-level courses chosen from and 104; two courses chosen from EC235, EC235, 236, and 237, and at least six additional The following courses are required for the 236, 237; and six additional credit hours in credit hours at the 300 level in economics. To be major: MB107, 214, 224, 234, 235, 306, 338, economics at the 300 level. The requirements eligible for honors, a student must receive a 349, and EC237. The government courses in French include FF208 and 210; one course grade of at least A- on an honors thesis that inte- include: GO101 and 103, two 300-level gov- covering material prior to 1800 from among grates the two fields. The thesis must be defend- ernment courses, and three additional govern- FF213, 214, 216, 224; one course covering ed before the faculty. Approval of the program is ment courses. To be eligible for honors, a stu- material after 1800 from FF219, 221, 223; required by the chairs of both departments. The dent must receive at least an A- on a senior FF376; and one additional 300-level French major leads to a bachelor of arts degree. thesis, acceptable to both departments, that course. Students are also urged to include integrates the two disciplines. The major leads FF301. In constructing the major, the student, ECONOMICS-SOCIOLOGY to a bachelor of arts degree. with the help of an advisor in each department, should select complementary courses from the The economics-sociology major must success- BUSINESS-MATHEMATICS two fields to facilitate the integration of the two fully complete at least twenty-one credit hours disciplines. To be eligible for honors in eco- in sociology, including SO101, 226, 227, 324 or The following business courses are required nomics-French, a student must receive at least 325, and 375. Students may substitute EC237 for the major: MB107, 214, 224, 234, 235, 306, an A- on a thesis acceptable to both depart- for SO226, but must still complete a minimum 338, and 349. Mathematics/computer science ments that integrates the two disciplines. The of twenty-one hours of course work in sociology. courses include: MA111 (or both MA108 and major leads to a bachelor of arts degree. The economics requirements are EC103, 104, 109), 113, 200, 204; CS106; and one addition- 235, 236, 237 (or SO226) and at least six cred- al 300-level course in mathematics or comput- ECONOMICS-GERMAN its in 300-level economics courses. Courses are er science. In addition, the student must elect to be selected in consultation with advisors in two other courses at the 300 level relating to Requirements in economics include EC103 each discipline. In constructing the major pro- this major and approved by the chair of each and 104; two courses chosen from EC235, gram, the student should select complementary department. To be eligible for honors, a stu- 236, 237; and six additional credit hours at the courses as a step toward integration of the two dent must have received at least an A- on a 300 level. Required among the six German disciplines. To be eligible for honors, the student thesis that integrates the two disciplines and is courses are FG215 and 376 (senior year) and must earn at least an A- on a thesis acceptable acceptable to both departments. The major four other courses above the 202 level, one of to both departments (EC371 or 372 or SO376). leads to a bachelor of arts degree. which may be designated FL or LS. Students The thesis must be defended before a joint are also urged to include FG301. In construct- committee determined by the thesis advisor. BUSINESS-SPANISH ing the major, the student, with the help of an The major leads to a bachelor of arts degree. advisor in each department, should select The major requires fifteen courses, nine in complementary courses from the two fields to ECONOMICS-SPANISH business and six in Spanish. In business, facilitate the integration of the two disciplines. these include MB107, 214, 224, 234, 235, 306, To be eligible for honors in economics- Requirements in economics include EC103 338, 349, and EC237. In Spanish, these German, a student must receive at least an A- and 104; two courses chosen from EC235, include FS208, 211 or 212, 220, 301, 376 and on a thesis acceptable to both departments 236, 237; and six additional credit hours at the two additional Spanish courses above 203, that integrates the two disciplines. The major 300 level. Spanish requirements include none in translation. Students enrolled in 301 leads to a bachelor of arts degree. FS208, 211, 212, 376, and two additional will write their final paper on a topic in conjunc- Spanish courses above FS203, none in trans- tion with a business class. FS220 must be lation. Students are also urged to include taken in conjunction with a Management and FS301. In constructing the major, the student, Business class. To be considered for honors, with the help of an advisor in each department, the student must receive at least an A- in should select complementary courses from the FS374 “Thesis,” to be written in Spanish, two fields to facilitate the integration of the two which integrates the two disciplines and is disciplines. To be eligible for honors in eco- acceptable to both departments. The major nomics-Spanish, a student must receive at leads to a bachelor of arts degree. least an A- on a thesis acceptable to both departments that integrates the two disciplines. The major leads to a bachelor of arts degree.

115 ENGLISH-FRENCH “Advanced Tutorial Studies”; one must be GOVERNMENT-GERMAN either EN361 or PH341. The six courses The major requires twelve courses equally required by the Department of Philosophy and The major requires twelve courses, six in each divided between the two disciplines. The six Religion (totaling a minimum of nineteen department. In constructing the major, the stu- required courses in English include EN201 and semester hours) must include PH203, 204, dent, with the help of an advisor in each depart- 202, taken in sequence before 300-level and three 300-level courses, including PH375 ment, should select complementary courses English courses; two 300-level courses chosen and either PH341 or EN361. Both PH341 and from the two fields to facilitate the integration of from “Advanced Courses in Language and EN361 may be taken for credit toward the the two disciplines. Among the six courses in Literature” or “Advanced Tutorial Studies”; one interdepartmental major. Approval of the pro- government are GO103, and 203 or 219, and additional 300-level English course; and one gram is required by the chairs of both depart- four other courses chosen in consultation with other English course above the 100 level. The ments. To be eligible for honors, a senior the advisor. Required among the six courses in requirements in French include FF208 and major who has maintained the college-required German are FG215, 376, and four other 210; one course covering material prior to grade-point average for departmental honors German courses above the 202 level, one of 1800 from among FF213, 214, 216, 224; one must also achieve at least an A- on a senior which may be designated FL or LS. To be eligi- course covering material after 1800 from thesis, senior project, or research-seminar ble for honors, a student must receive at least FF219, 221, 223; FF376; and one additional paper, by agreement of an appropriate faculty an A- on a senior thesis, acceptable to both 300-level French courses. Each student will reader from each department, or as designat- departments, that integrates the two disciplines. have advisors in both departments who will ed by the respective chairs. The major leads to The major leads to a bachelor of arts degree. pay particular attention to the intellectual a bachelor of arts degree. coherence of his or her work in English and GOVERNMENT-HISTORY French literatures. Majors seeking honors must ENGLISH-SPANISH write a thesis while enrolled in either FF374 or Required in government are eighteen credits, EN390 and must receive at least an A- for the The major requires twelve courses equally at least three of which are at the 300 level. thesis, a portion of which must be in a foreign divided between the two disciplines. The six Required in history are twenty-two credits, language. Only students with a cumulative required courses in English include EN201 and including HI375, and six additional credits at average of 3.5 or higher are eligible to write a 202, taken in sequence before 300-level the 300 level. LS2 113 and CC226 may be thesis. The major leads to a bachelor of arts English courses; two 300-level courses chosen used toward the history component. In con- degree. from “Advanced Courses in Language and structing the major, the student should select Literature” or “Advanced Tutorial Studies”; one complementary courses from the two fields as ENGLISH-GERMAN additional 300-level English course; and one a step toward integrating the two disciplines. other English course above the 100 level. Approval of the program by the chairs of both The major requires twelve courses equally Spanish requirements include FS208, 211, departments is required. To be eligible for hon- divided between the two disciplines. The six 212, 376, and two additional Spanish courses ors, the student must receive at least an A- on required courses in English include EN201 and above FS203, none in translation. Each stu- a senior thesis in government. The major leads 202, taken in sequence before 300-level dent will have advisors in both departments to a bachelor of arts degree. English courses; two 300-level courses chosen who will pay particular attention to the intellec- from “Advanced Courses in Language and tual coherence of his or her work in English GOVERNMENT-PHILOSOPHY Literature” or “Advanced Tutorial Studies”; one and Spanish literatures. Majors seeking honors additional 300-level English course; and one must write a thesis while enrolled in either Required among the courses in government are other English course above the 100 level. The FS374 or EN390 and must receive at least an GO303, 304, and twelve additional credit hours requirements in German include FG215 and A- for the thesis, a portion of which must be in in government. Philosophy requirements include 376 (senior year); two additional 300-level a foreign language. Only students with a PH203, 204, 375,and three additional philoso- German courses; and two additional German cumulative average of 3.5 or higher are eligible phy course, two of which must be at the 300 courses above 202, one of which may be des- to write a thesis. The major leads to a bachelor level. In constructing the major, the student ignated FL or LS. Each student will have advi- of arts degree. should select complementary courses from the sors in both departments who will pay particu- two fields as a step toward integrating the disci- lar attention to the intellectual coherence of his GOVERNMENT-FRENCH plines. Approval of the program is required by or her work in English and German literatures. the chairs of both departments. To be eligible for Majors seeking honors must write a thesis The major requires twelve courses, six in each honors, the student must receive at least an A- while enrolled in either FG374 or EN390 and department. Among the six courses in govern- on a senior thesis in government or in PH376. must receive at least an A- for the thesis, a ment are GO103, and 203 or 219, and four The major leads to a bachelor of arts degree. portion of which must be in a foreign language. other courses chosen in consultation with the Only students with a cumulative average of 3.5 advisor. The requirements in French include GOVERNMENT-SOCIOLOGY or higher are eligible to write a thesis. The FF208 and 210; one course covering material major leads to a bachelor of arts degree. prior to 1800 from among FF213, 214, 216, Requirements in government include GO101 224; one course covering material after 1800 and 103; two 300-level courses; and nine addi- ENGLISH-PHILOSOPHY from FF219, 221, 223; FF376; and one additional credit hours in government. Sociology tional 300-level French courses. In construct- requirements include SO101, 226, 227, 375; The major will complete a minimum of twelve ing the major, the student, with the help of an SO324 or 325; and four additional credit hours courses, six in English and six in philosophy. advisor in each department, should select in sociology (SO222 and 328 are strongly rec- The six courses required by the English complementary courses from the two fields to ommended). The student selects courses in Department (totaling a minimum of twenty facilitate the integration of the two disciplines. consultation with advisors in each discipline. In semester hours) must be above the 100 level To be eligible for honors, a student must constructing the major, the student should and must include EN201 and 202 (in receive at least an A- on a senior thesis, select complementary courses as a step sequence) taken before 300-level courses in acceptable to both departments, that inte- toward integration of the two disciplines. To be English. At least three must be taken at the grates the two disciplines. The major leads to eligible for honors, the student must receive at 300 level in the junior or senior year but no a bachelor of arts degree. least an A- on a senior thesis in government, or fewer than two in the senior year. Two of the complete a senior thesis in sociology (SO375 three must be from the categories “Advanced or SO376), or earn at least an A- in SO375. Courses in Language and Literature” or The major leads to a bachelor of arts degree.

116 GOVERNMENT-SPANISH ID 371, 372. INTERDISCIPLINARY Interdisciplinary INDEPENDENT STUDY 3–4 The major requires twelve courses, six in each Independent work for juniors and seniors whose aca- department. In constructing the major, the stu- demic interests require an interdisciplinary approach INTERDISCIPLINARY COURSES beyond the academic structures available through dent, with the help of an advisor in each depart- established departmental courses. The student must ment, should select complementary courses IN 100. EXPLORATION INTERNSHIP 3 have background appropriate to the proposed study, from the two fields to facilitate the integration of Internship experience for students in all classes who must have completed LS1 and at least one other the two disciplines. Among the six courses in wish to gain professional or vocational experience interdisciplinary course at Skidmore, must carefully government are GO103 and 203 or 209, and within an educational context at an entry level, or define a plan of study, and must enlist the guidance four other courses chosen in consultation with who wish to have educational and work experience in of one or more faculty as appropriate. Proposals for the advisor. Required in Spanish are six cours- a field not directly related to an academic department ID371 and 372 are reviewed by the chair(s) of the es above FS203, none in translation, including at Skidmore. Proposals require faculty sponsorship sponsoring faculty member’s home department or and are reviewed for credit by the Curriculum interdisciplinary program; or in the case of students FS208, 211, 212, and 376. Recommended Committee. Not for liberal arts credit. with an approved self-determined major, by the chair courses: FS331 and/or 332. To be eligible for of the Self -Determined Majors Subcommittee. honors, a student must receive at least an A- on ID 201. PEER MENTORING SEMINAR 1, 4 a senior thesis acceptable to both departments An introduction to the theory and practice of collabo- LI 100. ELECTRONIC INFORMATION that integrates the two disciplines. The major rative learning and mentoring as they relate to the RESOURCES 1 leads to a bachelor of arts degree. interdisciplinary issues raised in Scribner Seminars. An introduction to electronic information retrieval and The course examines the role of mentors, the ethics evaluation. A team-taught course aimed at the refine- HISTORY-PHILOSOPHY of mentoring, and common mentoring problems. ment of online searching skills using a variety of elec- Students engage in a consideration of the readings tronic data bases. Although primarily tool-oriented, and topics in selected Scribner Seminars, placing the course will address the issues of the structure of The major will complete a minimum of forty- them in wider intellectual and pedagogical contexts, disciplinary information systems, the selection of three credits. In constructing the major program, and undertake a term project on mentoring. Required proper information resources, and the evaluation of the student should select complementary cours- for all students serving as Scribner Seminar mentors. search results. Some of the social implications of the es from the two fields as a step toward integrat- M. Arnush, Classics information revolution will also be discussed. ing the two disciplines. The major is required to Library Faculty take PH203, 204, 375, two 300-level electives, ID 210. INTRODUCTION TO GIS 3 and one PH/PR elective. Required in history are An introduction to the concepts and principles of LI 371, 372. INDEPENDENT STUDY 1, 1 twenty-two credits, including HI375, and six Geographic Information Systems (GIS) for computer- Preparation for a senior thesis, capstone, or honors additional credits at the 300 level. LS2 113 and ized mapping and spatial analysis in the social and project that requires a serious research component. natural sciences through both theoretical and practi- Students will work one-on-one with a subject special- CC226 may be used toward the history compo- cal means. Emphasis is on the interdisciplinary ist in the library to prepare the groundwork for an nent. Approval of the program by the chairs of nature of GIS in addition to its applications within var- intensive academic project within their major. both departments is required. The major leads to ious disciplines. Prerequisite: QR2. R. Jones Students will be instructed in the organization of infor- a bachelor of arts degree. mation and in sophisticated search strategies for find- ID 271, 272. INTERDISCIPLINARY ing, evaluating, and using information. A critical anno- POLITICAL ECONOMY INDEPENDENT STUDY 3-4 tated bibliography is required, as well as a strategy Independent work for sophomores or more advanced for acquiring materials needed for the final project. Required among the six government courses are students whose academic interests require an inter- Students must obtain approval from their academic advisor. Permission of the instructor required. GO339 and five additional courses. In econom- disciplinary approach beyond the academic structures available through established departmental Library Faculty ics, students must take EC103 and 104; two courses. The student must have the background courses chosen from EC235, 236, and 237; and appropriate to the proposed study, must have com- at least six additional credit hours at the 300 level pleted LS1 and at least one other interdisciplinary in economics. In constructing the major program, course at Skidmore, must carefully define a plan of the student should select complementary cours- study, and must enlist the guidance of one or more es from the two fields as a step toward integrat- faculty, as appropriate. Proposals for ID271 and 272 ing the two disciplines. To be eligible for honors are reviewed by the chair(s) of the sponsoring faculty in political economy, a student must receive at member’s home department or interdisciplinary program; or in the case of students with an approved least an A- on a senior thesis, acceptable to both self-determined major, by the chair of the Self- departments, that integrates the two disciplines, Determined Majors Subcommittee. and must successfully defend that thesis before the economics and government faculty. The ID 351. TOPICS IN INTERDISCIPLINARY major leads to a bachelor of arts degree. STUDIES 3 Topically organized courses based on themes or PSYCHOLOGY-SOCIOLOGY problems that bring together the perspectives of multiple disciplines. The specific themes or problems The psychology-sociology major must success- may differ from year to year. Examples include “the family” as a biological, psychological, sociological, fully complete twenty-one credit hours in psy- and artistic construct; science and music; and creativ- chology and twenty-one credit hours in sociolo- ity in the arts and in the sciences. The course with a gy, including PS101; SO101 and 375; either different theme/topic may be repeated for credit. PS205 or SO202; either SO324 or 325; either PS217 and 306 or SO226 and 227. To be eligible for honors, the student must complete a senior thesis in psychology or sociology (PS375 and 376, or PS378 or SO376) or receive at least an A- in SO375. The student selects courses in consultation with advisors in each discipline. In constructing the major, the student should select complementary courses as a step toward integration of the two disciplines. The major leads to a bachelor of arts degree.

117 LIBERAL STUDIES COURSES LS2 102. ROMANCE AND GENDER LS2 105. MOTION AND EMOTION IN THE DIFFERENCES 4 TEMPORAL ARTS 3 LS2: INTEGRATIVE TOPICS This course will focus on one literary genre, the mod- How do works of art express feelings that “move” us? All Liberal Studies courses are interdisciplinary in ern romance narrative, as a means to explore how And how do we experience “movement” in particular perspective. Faculty participate not only as specialists gender differences have been and are constructed in art forms and works of art? This course explores in particular fields of knowledge, but as models of America in the twentieth century. It reaches back to major examples of those art formsliterature, film, people who have themselves been liberally educated, the tradition of the British romance novel and the his- drama, dance, and musicthat reveal their structures and are thus able to apply basic patterns of thought tory of romantic love in Britain as important back- sequentially, demanding that the reader or audience and sensibility to a variety of new as well as familiar ground; and it incorporates fiction, criticism, and experience them in a specific order in time. By (1) experiences. Readings in major primary texts play a social theory as part of its study of the contemporary directly examining selected works, (2) understanding significant role in Liberal Studies courses. patterns of heterosexual romance within which (or through these works how each art form creates feel- against which) many of us shape our personal rela- ing, and (3) analyzing the pattern of feeling in each CC 200 The Classical World tionships. Our guiding questions: To what extent and work as it unfolds in time, we will explore the nature ED 216 History of Education in the United States to what ends are gender differences culturally con- of aesthetic experiencehow the “movement” of partic- ED 217 Alternative Education in the United structed in such fictional paradigms? What other cul- ular art forms “moves” us. The course’s major critical States: Political and Social Perspectives tural differences interconnect with gender? How have question is not so much what a novel or dance or ED 219 Social and Cultural Dimensions of the paradigms changed over time? To what extent concerto is as how it works and what it does. The Literacy and Education are they still with us? (Meets expository writing course integrates close analysis of the works of art FL 242 Self and Society in Modern Japan requirement for students who placed at EN105 level with readings in aesthetics and criticism that specifi- FL 243 The World of Japanese Animation or who have completed EN103.) cally focus these issues of feeling and movement in FL 263 Special Topics in Foreign Literature and S. Goodwin, English each of the arts. J. Rogoff, Liberal Studies Culture: A. “The Fantastic in Fiction” LS2 103. SCIENCE, TECHNOLOGY, AND LS2 107. CHANGE IN SPORT AND SOCIAL D. “The Fate of Forbidden Knowledge in NATIONAL SECURITY 3 INSTITUTIONS 3 Literature and Science” In the second half of the twentieth century, the United A reflective examination of American sport since the FL 266 Images of Revolution and Social States accelerated its dependence upon science and seventeenth century. Focusing initially on the classi- Upheaval: France 1789–1939 technology in the service of national security. Starting cal roots of the Western conception of sport, the FL 267 Modern Japanese Culture and Society with World War II, basic research, technological course will explore ways in which the structure and FL 269 Cultural China: Trends and Themes achievement, and public policy have delivered culture of American sport have changed over the last FL 270 Holding Up Half the Sky: Gender, Writing, nuclear weapons, radar, ballistic missiles, satellite four-hundred years. Focusing on the relationship and Nationhood in China surveillance, and many other technologies that have between sport and a variety of other social institu- GO 209 The Latin American Puzzle renewed the means and definition of national securi- tions, the course will address the significance of sport GO 219 Political Economy of European Integration ty. In the late 1980s, the nation departed the Cold as a personal endeavor and as a feature of American GO 224 American Indian Politics and Policy War and moved on to a new international order, still society. Finally, by studying historical, literary, philo- GO 227 Russia: A Century of Change influenced heavily by technological accomplishment. sophical, and sociological treatments of sport, we HI 229 War and Peace in 20th Century Latin Now our nation encounters new challenges in the hope that students will not only see the connections America definition of national security. Nonproliferation of between past and present, but will also learn to view IA 101 Introduction to International Affairs nuclear weapons, environmental safety, and techno- sport as a subject for serious academic study. (Meets RE 205 Women, Religion, and Spirituality logical competitiveness are examples of challenges expository writing requirement for students who RE 220 Encountering the Goddess in India that summon new means for assuring national securi- placed at EN105 level or who have completed SW 214 Death and Dying ty. Beginning with nuclear weapons, this course EN103.) SW 217 Obsessions and Addictions explores several examples of scientific and techno- P. Boshoff, English, or J. Segrave, Exercise Science SW 218 Prisons in America logical achievements that serve national security and WS 101 Introduction to Women’s Studies examines the public policy that guides and supports LS2 109. THE IMAGE OF THE ENEMY IN WS 210 Ecofeminism, Women and the the role of these achievements. Prerequisites: QR1 GERMAN FILM, 1919–45 3 Environment and EN103. Focusing on the capacity of mass media to simulta- R. DeSieno, Mathematics and Computer Science neously reflect and shape public opinion, this course examines the changing image of the enemy in LS2 101H. THE VICTORIAN ILLUSTRATED BOOK: LS2 104. THE NEW YORK SCHOOL: PAINTING, German Cinema from 1919 to 1945. Viewing film as A MARRIAGE OF IMAGE AND WORD 4 POETRY, CRITICISM 4 a symbolic language which inscribes cultural identity, A study of the wedding of literature to the visual arts Cases in the interaction of painting, poetry, and criti- we will explore anti-semitism, xenophobia, jingoism, in the Victorian period, focusing on exemplary illus- cism from the beginnings of abstract expressionism misogyny, and fascism as well as changes in the trated novels, picture-poems, and critical studies in to its apparent repudiation in the sixties movements public perception of the enemy that contributed to aesthetics and literature which either discern how a of Pop and “post-painterly abstraction.” Special atten- World War II and the Holocaust. poem is like and different from a picture (the ut pic- tion will be paid to such painters as Pollock, M. E. O’Brien, Foreign Languages and Literatures tura poesis tradition) or comment upon the collabora- deKooning, Hartigan, Rivers, and Newman, such tion of image and word as an art form. Special atten- poets as O’Hara and Ashbery, and such critics as LS2 111. FROM POOR LAW TO WELFARE tion will be given to the poem and painting pairs of Greenberg and Rosenberg during the period STATE: AMERICAN SOCIAL WELFARE D.G. Rossetti, the illustrated fiction of Dickens, 1945–1965. Weekly assignments will explore the dif- FROM 1647 TO THE PRESENT 3 Carroll, Thackeray, and Potter, the essays of Horace ferences and similarities between expository and cre- This course will acquaint each student with: (1) the and Lessing, and current criticism by Meisel and ative discourse. (Meets expository writing require- philosophical principles and social values represent- Steiner. Weekly writing assignments will encourage ment for students who placed at EN105 level or who ed in social welfare decisions, (2) the history and students to “read” illustrations and texts much like have completed EN103.) T. Diggory, English structure of the social welfare system in the U.S., (3) their Victorian audience once did and to explore dif- contemporary critiques of the social welfare system, ferent modes of exposition. (Meets expository writing and (4) life on “welfare.” This course begins with a requirement for students who placed at EN105 level philosophical consideration of social welfare. It then or who have completed EN103.) C. Golden, English considers how history, cultural beliefs, and economic conditions have interacted to create the U.S. social welfare system, and how that system affects both recipients and society. T. Oles, Sociology, Anthropology, and Social Work

118 LS2 113. CHANGE IN EARLY CHINA 3 LS2 120. SEXUAL SCIENCE: CONTROVERSIES LS2 126. LOVE IN ART AND IDEA 3 This course examines a period of Chinese history IN THE SCIENTIFIC STUDY OF HUMAN An examination of the various ways that love has (551–221 BC), during which China changed from SEXUALITY 3 been represented and accounted for in Western cul- many feudal states into one centralized bureaucracy. Human sexuality derives from both biology and culture. From the dialogues of Plato to contemporary Profound social, economic and political changes of ture. This dual nature gave rise to the “nature vs. nur- theories of rhetoric, myth, evolution, psychology, and this period were influenced by and reflected in the ture,” “learned vs. inborn” controversy which bedevils biochemical interactions, we will study conceptual writings of Confucius, Mencius and rivals. These scientific studies of human nature, including human explanations for what may or may not have anything works continue to influence the cultures of East Asia. sexuality, to this day. The course explores this and to do with ideas. Having established theoretical (Designated a non-Western culture course.) other controversies, proposing that the nature vs. approaches, we will consider this possible disharmo- M. Pearson, History nurture opposition is a false one, and that scientific ny between analytical method and subject matter by understanding of human sexuality can only be exploring artistic forms which have sought to repre- LS2 114. CRISES IN LIFE: THEORY AND achieved by utilizing the methods of both the natural sent more than interpret love. Artistic forms will PRACTICE OF MASS EXTINCTION 3 and the social/behavioral sciences. Topics explored include Toni Morrison’s novel Beloved, the films Extinction of the dinosaurs and other terrestrial include the evolution of sexuality, primate sexuality, Dangerous Liaisons and The Fisher King, short sto- giants, such as the ice age mammoths, has fascinat- sex and gender, culture and sexuality, heterosexuali- ries from Tolstoy and Kundera, rock music, a ed people for more than a century, resulting in theo- ty, homosexuality, and other topics varying each Beethoven sonata, selections from operas by Puccini ries of proximal cause ranging from terminal stupidity semester. G. Erchak, Sociology, Anthropology, and Wagner, and The Romance of Tristan and Iseult. to death star radiations. Recently it has become evi- and Social Work F. Bonneville, English dent that mass extinctions are commonplace, possi- bly even cyclic, in the history of life on Earth and LS2 122. MAJOR STYLISTIC SIMILARITIES LS2 128. THE AESTHETICS OF SCIENCE extinction theories have proliferated. This course BETWEEN MUSIC AND VISUAL ART FICTION 4 explores the context within which the reality of extinc- OF THE TWENTIETH CENTURY 3 An examination of significant works of science fiction tion events was originally realized, social influences This course will examine major twentieth-century as well as examples of critical responses such works on the formulation of extinction theories, the test of styles in both music and visual art which display simi- have generated. Among authors and critics studied these theories against the record of life’s history, and lar aesthetic inclinations. Direct comparisons will be are Asimov, Clarke, Wells, Zamyatin, Lem, Smith, the contemporary role of Homo sapiens as agents of made among the Expressionists: Munch, Kandinsky, Blish, Capek, and LeGuin. The course will also exam- mass extinction. R. Lindemann, Geosciences Schoenberg, Berg; the Dadaists/Surrealists: ine a number of science fiction films. (Meets exposi- Duchamp, Magritte, Satie, and Cage; the Abstract tory writing requirement for students who placed at LS2 117. CLASS, RACE, AND LABOR Expressionists: Pollack, DeKooning, Cage, and EN105 level or who have completed EN103.) HISTORY 4 Brown; the Minimalists/1960s: Judd, Warhol, Reich, A. Wheelock, English A critical investigation of several crucial, defining Adams; and the Postmodernists/Neo-Romantics: moments in United States labor history. Special atten- Anderson, Andrejevic, Gorecki, Pärt. An understand- LS2 129. MIND: METAPHORS AND THEORIES 3 tion will be given to issues related to class and race. ing will be developed of these styles and their Explores the major metaphors and analogies which Between 1900 and the mid-twentieth century, a num- expressive relationship to the concerns and focus of have informed different theories of the mind’s nature ber of dramatic social conflicts erupted that reconfig- the twentieth century. and functions. The mind has, for example, been ured fundamental political, economic, and social rela- L. Rosengarten, Liberal Studies described as a clock, a switchboard, an aviary, a tionships. The course will begin with a critique of cap- mechanical robot, an iceberg, and a cow's belly. italism, encompassing an investigation of the roles of LS2 123. JAZZ: A MULTICULTURAL Personal biases, social values, and research findings capital, labor, and the state. Students will also investi- EXPRESSION 3 have not only promoted these and other metaphors gate the sources and implications of racial antago- Jazz music, often referred to as the only truly but have been heavily influenced by such explanatory nism in the context of class conflict, examining the American art form, has a rich and unique history of images. Our goal is to see how society and scientific factors that contribute to interracial accord and soli- interaction among many diverse cultures, classes, inquiry interact, shaping our theories of mind. (Meets darity among workers versus interracial strife. ethnicities, and geographically distant peoples. The expository writing requirement for students who Historical events such as the Great Steel Strike of emergence of Jazz in the first decade of the twentieth placed at EN105 level or who have completed 1919, the Panhandle War of 1927, and the Memorial century, as a separate, unique and profound musical EN103.) M.A. Foley, Psychology Day massacre of 1937 will provide comparative con- expression is a direct result of the combination of texts for such investigation. The theoretical and African, African-American, European, Latin-American LS2 135. LATIN AMERICAN AND LATINO methodological tools of several social scientific fields and American folk influences. These combinations CINEMA 3 will be utilized to investigate these issues. continued to feed Jazz through each decade and This course is a historical survey of a unique cine- J. Brueggemann, Sociology, Anthropology, “era” that followed. This course will explore the most matographic movement,“ the new Latin American cin- and Social Work vivid demonstrations of these multicultural interac- ema,” and a study of its repercussions/manifestations tions as they contributed to the development of what in the United States through Latino film. We will study LS2 119. SOUTH AFRICA AND RACE 3 is now considered to be “American Classical Music.” the political, ideological, formal, and theoretical fac- The course traces the origins and evolution of race L. Rosengarten, Liberal Studies tors that contributed to the emergence and develop- and ethnicity in the history of South African society. ment of a movement that rejected the Hollywood stu- Discussion moves from an examination of the pre- LS2 125. SALOME VERSUS ST. JOHN 3 dio and European commercial movies, and that gave European cultures of southern Africa to the arrival of A study of John the Baptist and Salome: his decapita- rise to a cinema engaged within cultural and historical the first European settlers, and then considers the tion, her dance, their strange and violent story as it specificities. V. Rangil, Foreign Languages segregationist policies of 1652–1948 that ultimately appears in stories, painting, and music. Told and and Literatures resulted in the apartheid government of 1948–90. retold for 2000 years, the story seems to have served The course concludes with an analysis of present- different purposes for different audiences, and can LS2 136. AMERICAN WOMEN day South Africa, and the problems it faces in build- serve as a model for the ways key stories in Western ENTREPRENEURS 3 ing a post-racial society. Throughout the course, the culture have changed over time and in different A historical and sociological examination and analysis major ethnic groups that comprise modern South media. In this case, the media range from Gospel of the entrepreneurial accomplishments of American Africa are studied separately as well as in their inter- narratives to Renaissance painting and nineteenth- women from 1776 to the present in the broad cate- action. (Designated a non-Western culture course.) century music and literature. We want to see what gories of agriculture and mining; construction; com- G. Erchak, Sociology, Anthropology, and Social Work some of those purposes and audiences have been, munications; manufacturing; service, both for profit what is at stake in the different accounts, and and not-for-profit; transportation; and wholesale and whether this story, with so much past, has a future. retail trade. Their contributions to the United States R. Janes, English and global economies will be assessed through the critical lens of the social, political, and legal con- straints within which they lived. B. Balevic, Management and Business

119 LS2 137. BUSINESS AND THE NATURAL LS2 150H. LITERACY AND SOCIAL POWER IN LS2 158. SELF AND DESIRE: A STUDY OF ENVIRONMENT 3 THE UNITED STATES 4 DON JUAN 3 This course broadly examines and appraises the role This course is based on an observation and a ques- This course will study the figure of Don Juan as a of business enterprise in relation to the current, and tion. The observation: different social/cultural groups representation of the desiring self. The general aim of future, state of the global natural environment. It aims (racial, ethnic, socioeconomic) historically have had, this course is to examine the nature and modalities of to foster awareness, sensitivity, and literacy regarding and continue to have, different “access” to literacy desire and its role in the constitution of the human the major forces and challenges that bear upon these and this access has important social, educational, subject. An examination of the figure of Don Juan will multiple and complex relationships. Environmental and personal repercussions. The question: why is this serve to question the relation of the self to self, of self issues are examined in relation to managerial deci- so? By focusing on literacy as a social achievement, to the other, of desire to (self) mastery, of pleasure to sion making in the areas of manufacturing, marketing this course both explores important questions of dif- pain, and of imagination to reality. Readings and and advertising, strategic planning, general manage- ference among racial, ethnic, and socioeconomic examples drawn from various artistic media will pro- ment, and other business disciplines. Topics include a groups in the United States and continues to develop vide the foundation for the study. review of sustainable development, industrial ecology, a number of themes and topics introduced in LS1, R. Lilly, Philosophy and Religion total quality environmental management, “green” specifically, those of culture and social context. marketing, and others. (Meets expository writing requirement for students LS2 159. VICTORIAN CHILDHOOD: CHANGES J. Kennelly, Management and Business who placed at EN105 level or who have completed IN IDEALS AND SOCIETY 4 EN103.) J. Devine, English This course studies changes in ideals of childhood in LS2 146. ENVIRONMENTAL ISSUES 3 Victorian England in relation to the evolution of soci- An exploration of the interaction between humans LS2 152. WOMEN AND MUSIC 3 ety’s institutions, work place, laws, and literature for and the environment with special emphasis on differ- A survey across time and cultures of the ways in children. The course examines literature and histori- ing points of view toward solutions of environmental which women have participated in music. The course cal, religious, sociological, and artistic works that problems. Issues such as population, the environ- will take a historical approach to the development of emphasize continuing tension between conflicting ment and technology, global warming, biological European art music (musicology), and an anthropo- ideologies of childhood and the reality of children’s diversity, and economic survival will be addressed logical approach to music-making in non-Western cul- lives. Attention is given to how the notion the sinful through the perspectives of economics and ecology. tures and European folk music (ethnomusicology). child is challenged by the romantic ideal of innocence Prerequisite: QR1. W. Brown Special attention will be given to gender-based divi- and how childhood gradually becomes a more secure sions of musical activity, and to the assumptions and and happy time for the young of Victorian England LS2 147. ART AND POLITICS IN WEIMAR values underlying those divisions. The readings and and the following generations. (Meets expository writ- GERMANY, 1918–1933 3 discussions will address a variety of related issues, ing requirement for students who placed at EN105 An examination of the artist, focusing on the arts in including the conflict between public and private level or who have completed EN103.) the Weimar Republic during the rise of Nazism. spheres for women, and cultural beliefs about women C. Golden, English Movements (such as DaDa and Expressionism) and and musical creativity. (Meets expository writing artists (such as Brecht, Mann, and Grosz) responded requirement for students who placed at EN105 level LS2 160. A GREEN WORLD: HUMAN/PLANT to a period of perpetual crisis due to war, revolution, or who have completed EN103.) D. Rohr, Music COEVOLUTION 3 and counterrevolution; economic and governmental This course will deal with the ways humans have failure; massive unemployment; and political strife LS2 153W. POLITICS OF READING derived invaluable resources from plants and fungi abroad. Students will study the works and lives of NON-WESTERN LITERATURE: such as the agricultural staffs of life and other impor- selected artists in music, dance, painting, literature, THE EXAMPLE OF INDIA 4 tant commodities (e.g. paper, cotton, coffee). The theater, film, and architecture in relationship to the The literature of India has traditionally been read in thrust of the course will be to display how the political, economic, and social history of this period. terms of Western aesthetics, an inappropriate employment of constantly evolving scientific method- L. Opitz, Theater approach originating with the political aims of Pax ology in plant/fungal studies has led to important, Britannica. This course attempts to set right the symbiotic interactions between humans, plants, and LS2 148. KNOWING TIBET: MAPPERS, imbalance by reading Indian literature in terms of fungi. Topics to be covered include: humankind’s MOUNTAINEERS, AND MILITARISTS 3 Indian aesthetics, and in the context of the Hindu early botanical experimentation, the development of A history of the inscription of Tibet onto the maps and worldview, including mythology, religion, philosophy, the sciences of botany and mycology, agricultural imaginations of Euro-Americans. The course will and politics. It will then examine the possibilities of methods and practice and the diverse methods of explore the Himalayas from multiple perspectives: using the insights offered by Western aesthetics. This applied technologies to production of botanical com- geography, geology, and their histories (explorations, bifocal approach will help the reader see the literature modities for human use. D. Domozych, Biology anthropological surveys, and mapping); mountaineer- with greater clarity, and prepare the ground for a new ing; and colonial history (British and Chinese inva- literary history of India. (Meets expository writing LS2 162. FAITH AND SCIENCE 3 sions). The course will consider the narratives of requirement for students who placed at EN105 level An examination of historically changing relationships French, British, and American explorers, seekers, sci- or who have completed EN103. Designated a non- between religion and science in crosscultural per- entists, soldiers, and mountaineers who, in the Western culture course.) R. Parthasarathy, English spective, but with an emphasis on Western culture. course of scientific, political, and sporting excursions, The course focuses on two questions: (1) Why did imposed on Tibet a symbolic image as a sacred LS2 157. COMPUTERS, ETHICS, AND modern science originate in Western Europe and not place. In turn, the romantic image of Tibet in novels SOCIETY 3 elsewhere? and (2) What is the fundamental nature and films is exposed with the help of the Orientalist The intrusion of computers into almost every aspect of contemporary relationships between science and discourse theory of Edward Said. The political and of our modern lives raises many interesting and diffi- religion? The questions are addressed from an inter- economic consequences of Euro-American fascina- cult ethical, legal, and social issues. By examining disciplinary perspective, drawing upon the history of tion with Tibet and the Tibetan culture will also be some aspects of computer science and some specific science, sociology, psychology, and religion. explored. R. Linrothe, Art and Art History incidents and circumstances (such as the 1988 K. Szymborski, Library “Internet worm” incident, the 1988 stock market LS2 149. ART AND IDEAS IN ITALY: ANCIENT crash, the Strategic Defense Initiative, and the F.B.I. LS2 164. FACTUAL AND FICTIONAL: HISTORY ROME TO THE RENAISSANCE 3 National Crime Information Center), the course will AND THE NOVEL IN CHINA 3 Continuity and change in Italian culture from the provide a better understanding of how computers This course will examine several Chinese novels in Classical Age of the Roman Empire in the first centu- work, the impact they have on human lives, the many terms of their special narrative modes and the history ry through the rise of Christianity during the Middle difficult issues which they raise, and finally the limita- that each mode implies. The course will consider how Ages to the synthesis of the classical world and tions which society, in turn, puts on their further each novel reveals the changing history of modern Christianity during the Renaissance of the sixteenth development. China. At the same time, it will also explore how each century. Central ideas expressed by Italian art, litera- G. Effinger, Mathematics and Computer Science novel makes its unique contribution to Chinese literature, and philosophy, such as the changing concep- ture. Students will discuss such issues as: history in tion of human and divine beings, the relative impor literature, history outside literature, literary histories, tance of the physical world versus the metaphysical, factual and fictional as literary categories, and the and the influence of Aristotle and Plato on the Middle historical novel. (Designated a non-Western culture Ages and Renaissance, will be explored. The course course.) culminates with a close examination of the Sistine M. Chen, Foreign Languages and Literatures Chapel ceiling. P. Jolly, Art and Art History

120 LS2 165. MODERN CHINA AND JAPAN IN LS2 180. IMAGES OF THE TWELVE CAESARS: LS2 187. THE ART OF ECSTASY 4 NARRATIVE AND FILM 3 PERSPECTIVES OF THE EMPEROR IN This course explores the literature and visual art pro- This course will introduce masterworks of modern EARLY IMPERIAL ROME 3 duced and inspired by medieval visionaries, focusing Chinese and Japanese literature and film to students The lives of the twelve Caesars have been romanti- on representations of ecstatic experience in medieval who possess no knowledge of East Asian languages. cized by biographers, artists, playwrights, novelists, mystical literature, manuscript illumination, painting The intrinsic value of individual works will be exam- and filmmakers from antiquity to recent times. We will and sculpture, and on analytical discussions of ecsta- ined in the light of both East Asian and Western liter- examine the nature of Roman society and the chang- sy in theology, literature and history, and in the social ary traditions. We will read novels and novellas from ing depiction of these twelve Roman emperors, their and natural sciences. Medieval mystics ventured into modern China and Japan and, besides studying each wives, and children, as represented in literature, the a realm inaccessible to the normal processes of sen- text’s distinct literary features, we will discuss ques- fine arts, and cinema. The course begins with the tra- sation and reasoning and well beyond the grasp of tions concerning the individual’s relationship to socie- dition embodied by Julius Caesar of the rule of might faith itself. In order to communicate their experiences ty during a given historical moment. We will also and virtue. It then examines the deification of Caesar they and their followers “reinvented” language or focus on the study of cinema as a narrative art, and for political purposes by his successor Augustus, the turned away from verbal expression in favor of the its interrelations with disciplines such as painting, degradations of the imperial throne by the depraved visual arts. (Meets expository writing requirement for music, psychology, and cultural history. There will be Caligula, the even-handed reign of the stammering students who placed at EN105 level or who have a film screening and a discussion session each week. idiot Claudius, the violent excesses of Nero, the completed EN103.) K. Greenspan, English (Designated a non-Western culture course.) restoration of the honor of the emperor under M. Chen, Foreign Languages and Literatures Vespasian, and then finishes with the brutal, repres- LS2 190. THE HUMAN EXPERIENCE OF EXILE 3 sive tyranny of his son Domitian. (Meets expository This course will explore, through appropriate texts LS2 166. HUMAN INTERACTION WITH THE writing requirement for students who placed at and from the interdisciplinary perspective, five areas LAND—ATTITUDES AND IMPACTS 3 EN105 level or who have completed EN103.) which each relate in an exemplary way to exile expe- An introduction to the interrelationships between L. Mechem, Classics rience, highlighting both the different and unifying human attitudes and values and human management aspects of this multifaceted topic. Using as a point of of the land and its essential resources. The class will LS2 181. HOW DO WOMEN LOOK?: WOMAN AS departure the traditional understanding of exile as examine the historical patterns of ways in which vari- OBJECT/SUBJECT IN CONTEMPO- persecution and banishment from home (exemplified ous societies have substantially modified the natural RARY AMERICAN VISUAL CULTURE 3 in the Jewish suffering from exile throughout the landscapesometimes with a sense of stewardship, In this course we will examine how women appear in course of history), we will examine the U.S. as a sometimes with a sense of anthropocentric arro- a range of visual culture, including high art, mass cul- country of refuge and as one of forced exile within its gance. K. Nichols, Geosciences ture (magazines and television), and films in contem- expansion (slavery). Further, exile experience will be porary United States (1950s–90s). While we will be explored in relation to existentialism. We will then LS2 171. THE FRENCH REVOLUTION: THE concerned with how images might present women as look at specific manifestations of exile experience in FIRST REVOLUTION 4 objects for consumption, for example, we will also humans’ “normal” life cycles. Connections between The revolution that began in France in 1789 changed consider how women look at these images, speculat- exile and creativity will also be examined. This the meaning we assign to the word “revolution.” First ing whether they do so in active or passive ways. course, in its multifaceted approach, suggests that used to describe the movement of the planets and (Meets expository writing requirement for students exile experience, in its different manifestations, has the seasons, “revolution” had to come to mean a who placed at EN105 level or who have completed significance in our everyday lives, even if we may not momentous change in any sphere, and in politics, the EN103.) K. Hauser, Art and Art History be aware of it. U. Giguere, Liberal Studies replacement of one set of rulers by another. But with the revolution in France, the word took on its modern LS2 184. STRAVINSKY AND BALANCHINE: LS2 191. DANTE’S DIVINE COMEDY 3 sense of a fundamental alteration in the form of gov- A UNION OF MINDS 3 An examination of Dante’s Divine Comedy from an ernment, coupled with social and economic innova- Igor Stravinsky and George Balanchine emerged as interdisciplinary perspective, including literature, his- tion. So contemporaries saw it, and so historians two of the most powerful forces in shaping the directory, politics, philosophy, and theology. Course topics have seen it since. But while everyone agrees the tion of music and ballet in the twentieth century. This will include concerns of the medieval world such as event was momentous, there was at the same time course will explore the close collaboration of these allegory, love, justice, secular and spiritual authority, and there has been since considerable dispute as to two men through study of selected compositions and images of women, education, and the relationship whether it was momentously good or momentously prose writings by and about each artist. Special between philosophy and religion. Supplementary evil. The course will explore some of the contradicto- attention will be given to the nature of their collabora- readings will provide a context for the medieval world, ry and conflicting interpretations of this first modern tions, including their similar views about creativity, its life and literature, and will also demonstrate how revolution through works of political theory (e.g., movement, the rhythm of time, and the balance of Dante’s text reflects the Zeitgeist of the Middle Ages. Burke and Paine), literature (e.g., Wordsworth, visual and aural events. Analyses of the structural The course will also take into account Dante’s Divine Buchner, Carpentier), painting (e.g., David, Goya, and stylistic elements of music and choreography, Comedy in relation to the visual arts by viewing sev- Delacroix) and film. (Meets expository writing require- especially as they are linked to one another, will also eral illustrations from Botticelli and Renaissance illus- ment for students who placed at EN105 level or who be examined. The historical roots of the musical and trators to Gustave Dore, and selected modern and have completed EN103.) R. Janes, English balletic styles of the Ballets Russes, from which their contemporary paintings inspired by Dante’s poem. partnership emerged, will also be explored. Emphasis G. Faustini, Foreign Languages and Literatures LS2 178. BORN IN AMERICA 3 will be given to the writings of both men, with discus- An exploration of the changing ways in which sion of their individual and shared artistic philoso- LS2 192. THE CHAOTIC UNIVERSE 3 American women have experienced contraception, phies. Ballets to be viewed and studied include The A careful study of chaos theory and of discrete abortion, pregnancy, and childbirth, from 1587 to the Firebird, Petrushka, The Rite of Spring, Apollo, dynamical systems is made in an interdisciplinary set- present. The course examines developments in tech- Jewels, Violin Concerto, Orpheus, and Agon. A field ting, requiring a background of only high school alge- nology, law, medicine, the economy, and the role and trip to New York City for a performance of a bra. The ultimate goal of the course is to get to a position of women and the family in society as they Stravinsky-Balanchine ballet will normally be working definition of chaotic behavior, and to under- influenced the reproductive lives of American women, arranged. C. Joseph, Music; I. Brown, Dance stand the reasons why chaotic behavior is so perva- using sources from the history of medicine, social his- sive in our world. Indeed chaotic behavior is inherent tory, literature, legal and constitutional studies, gov- LS2 185. HOLLYWOOD GOES TO WAR: in population dynamics, in the weather, in the stock ernment, and sociology. (Meets expository writing HISTORY VERSUS ART IN THE WORLD market, and in the motion of the planets in our solar requirement for students who placed at EN105 level WAR II COMBAT FILM 3 system, to cite just a few instances of its occurrence. or who have completed EN103.) Motion pictures about periods of war are as much a Secondary goals include looking at the reasons why M. Lynn, American Studies reflection of the culture in which they are produced as chaotic behavior was neglected by the scientific com- they are portrayals of the armed conflict. This course munity until recently, and using discrete dynamical will examine attitudes toward World War II as reflect- systems as a window to understanding the more ed in motion pictures produced during and after the complicated continuous dynamical systems. war, looking at such issues as historical accuracy, the Prerequisite: QR1. (Fulfills QR2 requirement.) use of propaganda, treatment of characters, and the D. Vella, Mathematics and Computer Science overall artistic impact of the films. D. Eyman, Liberal Studies

121 LS2 194. GENOCIDE, WAR CRIMINALS, AND LS2 207. SEEDS OF CHANGE: PERSPECTIVES LS2 216. WOMEN IN SCIENCE 4 JUSTICE 3 ON GLOBAL NUTRITION 4 The history of Western science records the contribu- An examination of the genesis of international human A broad survey of the role of the social, economic, tions of very few women. In fact, even today few rights, the legal mechanisms and institutions devel- political, cultural, nutritional, and environmental fac- women choose science as a profession. This course oped to enforce these rights, and the strategies used tors that influence the food choices of individuals and explores the reasons for that phenomenon by identi- by societies to come to terms with massive human- societies in different parts of the world at different fying and analyzing the historical and contemporary rights abuses. We explore how individual societies times in history. Topics such as the global interde- barriers to the full participation of women in the natu- and international bodies have struggled to balance pendence of food production and distribution, the ral sciences and mathematics, with a focus on possi- the need for justice and stability when confronting environmental impact of changes in food habits and ble solutions for the future. During the semester, perpetrators of human-rights abuses. Using a variety production techniques, the use of food as a tool to many invited contemporary women scientists from of sources and engaging texts from the intersecting enforce religious and political beliefs, the worldwide academia, industry, and government agencies speak and overlapping fields of law, history, politics, sociolo- effect of the introduction of modern food technology, about their professional experiences in archaeology, gy, and religion, we analyze several countries etc. will be addressed through analysis of specific biology, chemistry, environmental science, geo- (Germany, Cambodia, Bosnia, Rwanda, and South case studies. U. Bray, Mathematics and Computer science, mathematics, computer science, and Africa) where systematic and unspeakable crimes Science; V. Narasimhan, Chemistry and Physics physics. Additionally, investigation into the experi- were committed and examine how the United ences and contributions of historical women in sci- Nations, the international courts, domestic legal sys- LS2 210. TRAVELERS AND TRAVEL LIARS IN ence is an important aspect of this course. Finally, tems, and truth and reconciliation commissions LATIN AMERICA, 1500–1900 3 numerous assigned readings challenge students to sought to come to terms with these atrocities. Examination of the ideas and impact of European consider the gendering of science in terms of how M. Hockenos, History and North American travel narratives on Latin culture shapes science, how science shapes culture, America and the Caribbean from the sixteenth the feminist perspective on science, and why the LS2 197. IMAGES OF CONTEMPORARY through early twentieth centuries. The course studies exclusion or marginalization of women from science ITALIAN WOMEN 3 how writings by conquerors, diplomats, missionaries, matters. K. Cartwright, Geosciences An exploration of contemporary Italian women as por- scientists, pirates, and others reflected and influ- trayed through both the words and images of women enced the creation of historical, anthropolological, sci- LS2 218. EXTRAORDINARY BODIES: DISABILITY artists. A first grouping of artistic works (novels and entific, political, and economic knowledge in and IN LITERATURE 4 films) illustrates some of the themes particularly rele- about Latin America, Europe, and North America. An exploration of representations of anomalous bod- vant to Italian women’s lives: family, socialization, J. Dym, History ies in British and American culture from the early sexual politics, Catholicism, friendship, and solitude. modern to postmodern periods. Our goal will be to This first heading shows women either as perpetra- LS2 212. THINKING ABOUT RACE AND investigate what the status of the “freak” or “monster” tors of a system of morality or as individuals who ETHNICITY: “RACE” IN AMERICA, tells us about prevalent cultural anxieties or attitudes either accept the status quo or propose alternatives. 1776–PRESENT 3 about subjectivity. We will read a range of literary A second grouping shows women as artists: women An examination of the difference between “race” and texts and explore various theoretical approaches to shapers of cultures. One of the topics explored under “ethnicity.” What are we referring to when we use the question of why bodies that don’t fit established the second thematic heading is “women as writers”; these terms? Biology? Culture? Faith? Skin color? categories are so disruptive to the social order, even the critical work directs attention to the debate on Nationality? History? Epistemology? What makes cat- as they help establish the parameters of the “normal.” “gender and genre.” egories based on apparently natural differences use- (Meets expository writing requirement for students S. Smith, Foreign Languages and Literatures ful? How has the meaning of “race” and “ethnicity” who placed at EN105 level or who have completed changed over time? In the United States, the cate- EN103.) S. Mintz, English LS2 198. IMAGES OF LATINAS 3 gories have variously overlapped, collided, or This course will focus on the experience of Latinas as remained separate, depending on what those cate- LS2 220. INTRODUCTION TO portrayed in their literary work. In studying the inter- gories have been called upon to explain. At one time, COMMUNICATIONS AND MEDIA play of cultural, historical, political, and socioeconom- Jews and the Irish were seen as separate races, then STUDIES 4 ic factors affecting Latinas’ roles and gender relation- they were seen as ethnicities, and eventually they An interdisciplinary introduction to the questions re: ships, we will be able to identify the uniqueness of became “white.” What accounts for these changes, human dilemmas in the context of an increasingly their experiences and its expression within the and what does that say about these categories? This technology and media saturated culture. The course diverse multicultural society of the United States. course addresses these questions by examining how begins with close consideration of the nature and Interdisciplinary perspectives include literature, liter- intellectuals, social scientists, the law, and cultural structure of human communication and an historical ary criticism, history, and cultural studies. producers in America have historically defined and overview of communications and media. Students will V. Rangil, Foreign Languages and Literatures thought about race, ethnicity, “blackness,” and “white- study media from both psychological and societal ness.” (Designated as a Cultural Diversity course.) perspectives and will consider the impact of media on LS2 206H. SLEEP AND DREAMS 3 J. Delton, History politics, government, community, and consumer The course is an examination of the experience of behavior. Special attention will be paid throughout the sleep and dreaming. Dreaming is a curious phenom- LS2 213. NUCLEAR RADIATION IN THE GLOBAL course to the personal and social impact of current enon in that we experience vivid sensations, ENVIRONMENT 3 and emerging forms of communication and media. thoughts, and emotions, but have muscular paralysis A broad investigation of the environmental impact of J. Devine, English and usually are unaware of being asleep. Humans in human uses of radioactive materials in power gener- many cultures, and ages have been interested in ation and nuclear weapons. The course examines the LS2 221. THE ADOLESCENT EXPERIENCE: dreaming and have constructed narratives to under- implications of factors such as governmental and CROSS-CULTURAL PERSPECTIVES stand the role of dreaming in human life. We will con- societal priorities, national security interests, cultural ON UNIVERSAL THEMES 3 sider texts from some of the narratives that humans and political perspectives, and geography in deci- This course considers how the process of adolescent have constructed to make sense of the dreaming, sions regarding reactor designs, weapons manufac- development has been used as a major theme in lit- including accounts from neuroscience, nonempirical ture, waste disposal, and the consequences for the erature and film. Using psychologically based Western psychology, and a few non-Western cul- global environment of these decisions. Principles of research, students will gain an understanding of the tures. Class participants also will spend several nuclear physics appropriate to a scientifically cognitive, emotional, physical, and social transforma- nights in a sleep laboratory in order to experience informed discussion of these topics are presented. tions that accompany this stage, so that they will be dreaming as both an outside observer (i.e., an experi- (Fulfills the ES Cluster C requirement.) able to critically examine these artistic portrayals. The menter) and as a participant (i.e., a sleeper). W. Standish, Chemistry and Physics selection of research, literature and films is designed H. Hodgins, Psychology to reflect how adolescents from diverse cultural back- LS2 215. SHAPING FORCES OF OPERA 4 grounds incorporate these changes. Opera, one of the most complex and fascinating of D. Brent, Education the theatrical arts, relies on the composer’s control of musical style to shape the action and the lyricism at the heart of opera’s appeal. Some consideration of the analogous shaping role of stylistic shifts in film and spoken drama will serve to develop a framework for understanding the central and powerful role that stylistic forces play in shaping a wide range of dramatic and expressive forms. T. Denny, Music

122 LS2 222H. INSITE: EXPLORING THE VISUAL 3 International Affairs International Affairs is an interdisciplinary How will the process of seeing lead to discovery? In major that stresses the importance of a broad- this course, we will follow the trail of this question as Director of the International Affairs Program: based international education. The major we explore how objects, the display of objects, and examines the relations between and among the sites where we encounter objects create mean- Mary-Elizabeth O’Brien ing. The Tang Teaching Museum and Art Gallery, the nation-states, regions, and other international Skidmore Campus, and the surrounding area will Affiliated Faculty: actors as influenced by culture, history, poli- serve as our primary research sites as we study how tics, business, economics, and the environ- museum display and the appearance of ordinary American Studies: Daniel Nathan, Joanna ment. Students majoring in International Affairs objects in our everyday landscapes give shape to Zangrando must also successfully complete an approved ideas and experiences. Drawing from the disciplines minor, major (strongly recommended), or of museum studies, visual art, cultural studies, and Art History: Lisa Aronson regional concentration to provide depth of cultural geography, we will investigate the process of knowledge in a discipline or geographic region seeing as a practice in interdisciplinary thought as well as a method for identifying how the visual helps Biology: David Domozych of the world. In consultation with the IA direc- to form the knowledge base of different disciplines. tor, students propose a coherent course of Throughout this course, visual projects that explore Classics: Michael Arnush study, which provides both breadth through site-specific elements of display will accompany coursework on international issues from differ- analysis of verbal and visual texts. Economics: Timothy Koechlin, Sven Larson, ent disciplines and depth through coursework A. Barnes, English Mehmet Odekon, Roy Rotheim, Lynda Vargha, in a region or a specific disciplinary or interdisciplinary area of study. The individual student LS2 223. THE LIVES AND WORKS OF MARY English: Regina Janes, Rajagopal is free to select any specific minor, major, or SHELLEY AND HER FAMILY 3 regional concentration that best fits the stu- An examination of the life and novels of Mary Shelley Parthasarathy in the context of the fascinating circle of her family dent’s personal interests and educational and friends. This circle included her father, William Environmental Studies: Judith Halstead, Karen objectives, but must present a coherent pro- Godwin, anarchist political writer and novelist; her Kellogg posal of courses and clearly argued rationale mother, Mary Wollstonecraft, proto-feminist author of for the minor, major, or regional concentration tracts and novellas; her husband, major Romantic Foreign Languages and Literatures: John for approval by the IA director and, if neces- poet Percy Bysshe Shelley; and a number of half-sib- sary, the IA steering committee. The major cul- lings, friends, and children-all with turbulent personal Anzalone, Grace Burton, Mao Chen, Cynthia Evans, Giuseppe Faustini, Charlene Grant, minates with an approved capstone experi- histories in a time of great social and political unrest. ence that allows the student to synthesize the The focus will be as much biographical as literary, Masako Inamoto, Hédi Jaouad, Juan Carlos with the emphasis on appreciating the complex rela- Lértora, Birgit Linder, Reinhard Mayer, Mary- course of study and serves as the basis for tion between the creative mind and the network of Elizabeth O’Brien, Viviana Rangil, Patricia further work in the IA senior seminar. relations that sustains it. The readings include 4 of Rubio, Shirley Smith, Marc-André Wiesmann, Mary Shelley’s post-Frankenstein novels, one of her Andrienne Zuerner HONORS: To receive honors in international mother’s novellas, two of her father’s most influential affairs, students must earn a GPA of 3.5 in all novels, extracts from political works by both parents, Geosciences: Katherine Cartwright, Richard IA major courses and complete a senior cap- an assortment of Percy Shelley’s poems, and a num- stone with at least an A-. ber of biographical readings. Lindemann, James McLelland, Kyle Nichols R. Goodwin, Liberal Studies Government: Timothy Burns, Roy H. Ginsberg, Skidmore’s International Affairs Program draws Katherine Graney, Steven Hoffmann, Ronald on the expertise of faculty from a broad array of Seyb, Aldo Vacs academic disciplines. International Affairs majors are also encouraged to study abroad in History: Erica Bastress-Dukehart, Jennifer order to learn about the world beyond the bor- Delton, Jordana Dym, Matthew Hockenos, ders of the United States, recognize their own Joseph Hodge, Tadahisa Kuroda, Margaret cultural biases, and develop skills to communi- Pearson cate with people from other cultures. Studying abroad enables students to gain foreign lan- Library: Kriz Szymborski guage proficiency and first-hand experience of the ways different political, economic, and social Management and Business: Betty Balevic, systems operate. The opportunity to live in Martin Canavan, Mary Correa, Tim Harper, another country for an extended period of time Bernard Kastory, James Kennelly, Elzbieta allows students to develop a deeper apprecia- Lepkowska-White, K. Gary McClure, Pushkala tion for cultural diversity and an understanding Prasad of the physical environment in a different region of the world. In addition to being anchored in Mathematics and Computer Science: Una the richness and variety of its course offerings, Bray, Robert DeSieno faculty scholarship, and study abroad opportunities, the International Affairs Program also Philosophy and Religion: Joel Smith stresses other related and reinforcing components: colloquia, faculty/student collaborative Physics: William Standish projects, guest lectures, study in Washington, D.C., internships, and cocurricular activities Sociology, Anthropology, and Social Work: including the student International Affairs Club Susan Bender, Catherine White Berheide, and the United Nations and European Union Michael C. Ennis-McMillan, Gerald Erchak, Jill simulations of international negotiations. Sweet THE CAPSTONE EXPERIENCE: The cap- Theater: Lary Opitz stone experience is a three-credit (minimum) research experience, capstone course, or sen- University Without Walls: Christopher Whann ior thesis in the student’s separate minor, major, or regional concentration. In consultation

123 with the international affairs faculty advisors, THE INTERNATIONAL AFFAIRS MINOR: The FOUNDATION COURSES students will identify an appropriate 300-level requirements for the minor consist of six inter- course in their base discipline that allows them national affairs-designated courses, including IA majors must complete one course in three to design and carry out an advanced senior one core course required as a common experi- of the four foundation categories listed below: project. Students will complete a research proj- ence. These six courses must fulfill the follow- ect that synthesizes the skills and knowledge ing requirements: 1. Political Foundation: GO103 or HI 223 gained in their separate minor or major, examines disciplinary assumptions, and addresses 1. The core course, IA101 Introduction to 2. Economic Foundation: EC 103 or EC 104 international or global issues. The capstone International Affairs; (Note: Does not fulfill IA requirement for experience must tie together a number of Cluster II) themes of the IA Program and serve as the 2. One Skidmore College foreign language basis for further work in the IA senior seminar. course (or equivalent) at 206 or above; 3. Cultural Foundation: AN 101 or GO 241

The IA faculty advisors will consider and 3. One international affairs course from at least 4. Physical Foundation: ES 100 or ES 105 approve a proposed capstone experience after three different disciplines outside the major submission of the capstone project proposal to (in addition to the core course); LANGUAGE REQUIREMENT the Director, IA Program. All senior IA majors will enroll in a one-hour research seminar to 4. One international affairs course from each FC 206 Chinese Language and Culture provide a common culminating experience for of the three clusters: “The Political World,” FC 208 Advanced Chinese Conversation and the students. “The Economic World,” and “The Cultural Composition World”; FF 206 French Conversation FF 208 Writing in French THE INTERNATIONAL AFFAIRS MAJOR: The FF 301 Business French requirements for the major consist of eleven 5. One 300-level course from any discipline; FF 304 Advanced French Conversation and international affairs-designated courses, for a Pronunciation minimum of 30 credits. These eleven courses 6. No more than two courses may overlap FF 306 French Translation and Stylistics must fulfill the following requirements: between the IA minor and the major. FG 206 German Language and Culture FG 208 German Conversation and Composition 1. The core course, IA101 Introduction to International Affairs Curriculum FG 301 Commercial German International Affairs; FG 304 Advanced German Conversation and Composition IA 101. INTRODUCTION TO INTERNATIONAL FI 206 Italian Language and Culture AFFAIRS 3 2. One foundation course from three of the FI 208 Italian Conversation and Composition An introduction to the field of international affairs. The four clusters: “The Political World” (GO103 FI 301 Business Italian course explores the relationships among the disci- or HI223), “The Economic World” (EC103 or FI 304 Advanced Italian Conversation and plines within international affairs. Examines key con- Composition 104), “The Cultural World” (AN101 or cepts that describe and explain international relation- FJ 206 Japanese Language and Culture GO241), or “The Physical World” (ES100, ships and issues, explores the diversity of percep- FJ 207 Advanced Intermediate Japanese I 105 or 231); tions of international issues across national and cul- FJ 208 Advanced Intermediate Japanese II tural boundaries, and engages students in in-class FS 206 Spanish Conversation global problem-solving exercises. (Fulfills LS2 3. One international affairs course from each FS 208 Spanish Composition requirement.). International Affairs Faculty of the four clusters: “The Political World,” FS 301 Commercial Spanish “The Economic World,” “The Cultural FS 304 Advanced Spanish Conversation and World,” and “The Physical World”; IA 371, 372. INDEPENDENT STUDY 1-4 Composition An opportunity for qualified majors to pursue independent study in International Affairs under the super- 4. One international affairs course from at least vision of an appropriate faculty member. The written four different disciplines outside the study proposal must be approved by the International approved minor or major (in addition to the Affairs Director, in consultation with the faculty mem- core course); ber.

5. One foreign language course (or equivalent) IA 375. SENIOR SEMINAR 1 at the level of 206 or above and one credit A seminar required of all international affairs majors in Language Across the Curriculum; in the spring term, when they make final oral and written presentations of their senior capstone project to the International Affairs Committee. This course is 6. The completion of an approved minor, designed to enhance students’ research, written, and major, or regional concentration (18 credits oral communication skills relating to international minimum); affairs, and to strengthen their awareness of international issues and professional opportunities. The 7. One 300-level course from the approved course includes presentations and discussions by minor, major, or regional concentration to students and guest lecturers, instruction on library serve as a capstone experience; research, writing, and oral presentation skills. Students present their capstone project ideas at the preliminary meeting and are evaluated on their 8. A one-credit senior seminar where students research process, participation, and oral presenta- make the connections between international tion. The course culminates in the presentation of affairs and their approved minor, major, or senior capstone projects to international affairs facul- regional concentration; ty, students, and the community. The course is offered on a satisfactory/unsatisfactory basis. 9. No more than three courses, including the capstone experience, may overlap between the IA major and the approved major. Only two courses, including the capstone experience, may overlap between the IA major and the approved minor or regional concentration.

124 INTERNATIONAL KNOWLEDGE CLUSTER III: The Cultural World HI 343 The Chinese Revolution CATEGORIES HI 347 Japan’s Modernizers: Samurai and AN 101 Introduction to Cultural Anthropology Weavers CLUSTER I: The Political World AN 101W Honors Introduction to Cultural LS2 109 The Image of the Enemy in German Film, Anthropology 1919–45 AN 205 Mesoamerican Archaeology LS2 113 Change in Early China GO 103 Critical Issues in World Politics LS2 135 Latin American and Latino Cinema GO 201 Principles of International Politics AN 227 Sub-Saharan African Cultures AN 229 Mexican Cultures LS2 147 Art and Politics in Weimar Germany, GO 209 The Latin American Puzzle 1918–1933 GO 225 Military and Political Lessons from World AN 244 Indigenous Cultures of Latin America AN 268 People and Environment in China LS2 153W Politics of Reading Non-Western War II Literature: The Example of India GO 228 U.S. Foreign Policy in a Changing World AN 325 Applied Anthropology AN 344 Anthropology and Environmental Health LS2 164 History and Novel in China GO 251B Topics in Political Science: International LS2 165 Modern China and Japan in Narrative and Relations AN 345 Ecological Anthropology AN 349 Medical Anthropology Film GO 301 Contemporary International Politics LS2 171 The French Revolution: The First GO 309 Latin America and the United States AN 351 Topics in Cultural or Biological Anthropology Revolution GO 318 Comparative Foreign Policy LS2 194 Genocide, War, Criminals, and Justice GO 319 What the U.S. Does Wrong in the World: FC 363 Special Studies in Chinese FF 209 Culture and Literature of Quebec LS2 197 Images of Contemporary Italian Women Views from India, Answers from LS2 198 Images of Latinas Washington FF 210 Introduction to Literary Analysis FF 213 Medieval and Renaissance Literature LS2 207 Seeds of Change: Perspectives on Global GO 320 Cases in Twentieth-Century Superpower Nutrition Relations FF 221 French Literature—Twentieth Century FF 223 Introduction to Issues in the Francophone LS2 210 Travelers and Travel Liars in Latin GO 327 Politics in Russia and the Soviet America 1500–1900 Successor States World FF 224 French Civilization: Gaul to 1815 MB 314 Organizational Theory GO 328 Nationalism, Communism, and MB 347 Comparative Management Democracy: Politics in East Europe FF 225 French Painters and Writers FF 363 Special Studies in French PH 203 Greek Philosophy GO 338 International Diplomatic Negotiations PH 204 Modern Philosophy GO 344 Comparative Politics and Culture: India FG 215 Introduction to German Literature FG 216 Contemporary German Culture PH 306 Nineteenth-Century Continental and Japan Philosophy GO 356 Africa in International Affairs FG 341 The Age of Goethe FG 357 German Literature of the Twentieth PH 307 Twentieth-Century Continental Philosophy GO 357 Sexing Global Politics: Gender and RE 103 Religion and Culture International Relations Century FG 363 Special Studies in German RE 214 Religious Traditions of China and Japan HI 103 Medieval Europe RE 215 Islam HI 104 Early Modern European History FI 210 Introduction to Literary Analysis FI 303 Studies in Modern Italian Literature SO 316 Women in Modern Society HI 105 Nineteenth-Century Europe: Ideology and SW 338 Social Policy and Social Justice Revolution FI 363 Special Studies in Italian HI 106 Twentieth-Century Europe: Age of Conflict FJ 363 Special Studies in Japanese HI 109 Contemporary Latin America FL 250 An Outline of German Civilization CLUSTER IV: The Physical World HI 201 Greek History FL 253, 254 Italian Civilization in HI 202 Roman History Translation BI 140 Marine Biology HI 215B-F, H-I Topics in History FL 258, 259 Chinese Civilization BI 160 Conservation Biology HI 216A-D Topics in History: Non-Western FL 266 Images of Revolution and Social BI 180 Economic Botany HI 223 America and the World: A History of U.S. Upheaval: France 1789–1939 BI 190 Population Biology Foreign Policy FL 267 Modern Japanese Culture and Society BI 240 Environmental Biology HI 229 War and Peace in 20th Century Latin FL 269 Cultural China BI 325 Tropical Ecology America FL 324 Themes and Trends in Chinese Literature BI 327 Tropical Ecology without Lab HI 247 The Rise of Japan FS 211 Survey of Spanish Literature ES 100 Environmental Concerns in Perspective HI 262 Africa Since 1800 FS 212 Spanish American Literature ES 104 Ecological Studies in Environmental HI 306 The French Revolution and Napoleon, FS 313 Literature of the Golden Age Science 1789–1815 FS 314 Spanish Literature in the Nineteenth ES 221 Sustainable Development HI 330A-E Politics and Society in Latin America Century ES 231 A World of Views: Critical Thinking and HI 335 German History Since 1814 FS 319 Spanish-American Narratives: Twentieth the Environment HI 361B-F, H-I Topics in History: Western Century ES 100 Disease and Environment HI 362A-D Topics in History: Non-Western FS 331, 332 Culture of Spanish GE 101 Earth Systems Science LS2 119 South Africa and Race America I, II GE 112 Oceanography: Introduction to the Marine FS 363, 332 Special Studies in Spanish Environment CLUSTER II: The Economic World GO 203 Comparative Politics of Western Europe GE 204 Structural Geology GO 227 Russia: Century of Change GE 207 Environmental Geology GO 239 Nationalism and Politics in the Middle GE 211 Climatology EC 314 International Economics East GE 311 Paleoclimatology EC 315 Open Economy Macroeconomics GO 240 Political Modernization: The Case of India LS2 146 Environmental Issues EC 316 Economics of Development GO 241 Ethnic Conflict and the Global System LS2 160 A Green World EC 319 Economics of Income Distribution and GO 304 Modern Political Thought LS2 166 Human Interaction with the Land: Poverty GO 308 Contemporary Political Thought Attitudes and Impacts EC 334 International Political Economy GO 355 African Politics LS2 207 Seeds of Change: Perspectives on Global EC 343 Environmental and Resource Economics GO 365 Topics in Comparative Politics Nutrition EC 361 Advanced Topics in Economics GO 366 Topics in International Relations LS2 213 Nuclear Radiation and Environment GO 219 Political Economy of European Integration HI 108 Colonial Latin America GO 339 International Political Economy and the HI 110 British Empire: An Introduction Environment HI 142 Introduction to Modern China LS2 137 Business and the Natural Environment HI 210 England to 1688 MB 306 Foundations of Business in the HI 211 Britain Since 1688 International Environment HI 228 Race, Class, and Ethnicity in Latin MB 344 International Marketing America MB 345 Global Financial Management HI 241 Introduction to Imperial China MB 346 Global Sales and Merchandising HI 254 Intellectual History: Modern Europe Management HI 302 The High Middle Ages MB 359 Global Financial Institutions HI 303 Intellectual History: Medieval and MB 364 Manufacturing Strategy and International Renaissance Competitiveness HI 312 Modern England, Whigs and Tories SO 331 Women in the Global Economy HI 329 The American Century 125 Latin American Studies This interdisciplinary minor emphasizes use of Latin American Studies Courses language skills in different disciplines, and Director of the Latin American Studies requires that students demonstrate above AH 309 The Arts of Mesoamerica and South America Program: Viviana Rangil intermediate competency in at least one regional language and complete one AM 235 Caribbean American Identity Languages Across the Curriculum (LAC) AN 205 Mesoamerican Archaeology Affiliated Faculty: AN 229 Mexican Cultures course, ensuring the ability to consider AN 244 Latin American Indians Anthropology: Susan Bender, Michael Ennis- sources of knowledge produced in the region. AN 349 Medical Anthropology McMillan, Jill Sweet Competency may be demonstrated either by FF 376 (French Caribbean) demonstrating intermediate competency by FL 265 Latinos in the United States Art and Art History: Lisa Aronson taking a test offered by the Foreign Languages FS 212 Survey of Spanish American Literature and Literatures Department or successfully FS 319 Spanish American Narrative of the Twentieth Century Foreign Languages and Literatures: Juan- completing a foreign languages and literatures course at the 208 level or above. FS 320 Studies in Spanish American Poetry Carlos Lértora, Viviana Rangil, Patricia Rubio FS 321 Studies in Spanish American Drama FS 323 Spanish in the Media Government: Aldo Vacs The minor includes the following: FS 324B Spanish American and Latino Film FS 330 Spanish American Essay History: Jordana Dym 1. Foundation course (one of the following) FS 331, 332 The Culture of Spanish America GO209 The Latin American Puzzle, GO 209 The Latin American Puzzle Latin America is a region of multiple histories, GO 309 Latin America and the United States a complex combination of native and world cul- HI108 Colonial Latin America, HI109 Contemporary Latin America GO 251 Topics in Political Science (when taught tures and political systems, a distinguished lit- by A. Vacs) erary tradition, and a dynamic presence in HI 108 Colonial Latin America international affairs. The United States and its 2. Electives: three to four courses (minimum of HI 109 Contemporary Latin America residents have longstanding political, cultural, ten credits) HI 215H Topics Course: Latin America historical, business, and academic ties with HI 228 Race, Class & Ethnicity in Latin America this region, as well as with Latino populations 3. Languages Across the Curriculum course HI 229 War and Peace in 20th Century Latin (one credit) America active within its borders. The importance of HI 330 Politics and Society in Latin America Latin America abroad and at home provides a 4. Senior Capstone: HI 361H Topics Course: Latin America compelling reason to educate students in the LS2 135 Latin American and Latino Cinema broader context of Latin American politics, cul- LS2 198 Images of Latinas ture, and society in preparation for participa- a) One semester of LA377 Latin American LS2 210 Travel Writers and Travel Liars in Latin tion in civic and professional life as informed Studies Colloquium (one credit) America citizens at home and abroad. b) Latin American Studies Senior Capstone MU 205 Latin American Music (fall 2004 only) SO 351B Latino Sociology Requirement (LA371, 372 or 399, or THE LATIN AMERICAN STUDIES MINOR: approved course in an associated disci- Partial Latin American Studies Courses The minor offers students the opportunity to pline or program) (three credits) undertake the comparative study of the politi- AM 231 Ethnic and Immigrant Experience cal, cultural, and economic traditions and Latin American Studies Curriculum AH 103 The Arts of Africa, Oceania, and the contemporary realities of Latin American and Americas Caribbean countries and peoples, drawing BI 325 Tropical Ecology The following courses may be used to satisfy from such disciplines as anthropology, EC 234 International Economic Theory the requirements of the minor. archaeology, art history, economics, history, EC 334 International Political Economy FF 220 Language Across the Curriculum (French) language, literature, and political science. It LA 371/372. INDEPENDENT STUDY 3 consists of a minimum of nineteen credit FS 220 Language Across the Curriculum An opportunity for qualified students to pursue inde- (Spanish) hours (five to six courses) from the designat- pendent study or research in Latin American studies GO 339 International Political Economy ed Latin American studies courses listed under the supervision of an appropriate faculty mem- LS2 123 Jazz: A Multicultural Expression below, including the senior capstone experi- ber. The written study proposal must be approved by ence, with at least two 300-level courses and the Latin American Studies Coordinator, in consulta- with no more than two courses in a single dis- tion with the Advisory Board. cipline or the student’s major. Up to four cred- Latin American Studies Faculty it hours of Spanish, French, or Portuguese LA 377. COLLOQUIUM IN LATIN AMERICAN language at the 208 level or above may count STUDIES 1 toward the minor, as well as pre-approved The course includes presentations and discussions courses taken abroad. One course may be by students, faculty, and guest lecturers, instruction “Partial Latin American Content.” Each stu- on library research, writing, and oral presentation dent’s program will be approved by the skills. It may also include field trips or a small com- Coordinator of Latin American studies, who munity service project. Offered on a satisfactory/ serves as advisor to all minors. unsatisfactory basis. Fall semester only. Latin American Studies Faculty

LA 399. PROFESSIONAL INTERNSHIP IN LATIN AMERICAN STUDIES 3 Internship or professional experience at an advanced level for juniors and seniors with substantial academic and cocurricular experience in the minor field. With faculty sponsorship and program approval, students will select an internship and also produce a major research paper related to the area of internship. Research topic must be approved by the faculty sponsor and the on-site supervisor.

126 Law and Society Law and Society Curriculum AM 260 Themes in American Culture: “Civil Rights in Twentieth-Century U.S.” EC 320 Law and Economics Director of the Law and Society Program: The following courses may be used to satisfy the requirements of the minor. GO 211 Courts, Politics, and Judicial Process in David Karp the United States GO 212 Introduction to the Bill of Rights LW 200. INTRODUCTION TO LAW, Affiliated Faculty: GO 311 Constitutional Law CITIZENSHIP, AND JUSTICE 4 GO 312 Contemporary Constitutional Problems Explains the interrelationship between law and this GO 314 Civil Liberties American Studies: Joanna Zangrando country’s social institutions. The course will concen- GO 352 Women and the Law Economics: Sandy Baum trate on three core topics: (1) law as an instrument of GO 353 Sex and Power Government: Beau Breslin, Ronald Seyb, social control; (2) justice, and the legal institutions GO 362 Politics of the Congress whose responsibility it is to protect and preserve this Aldo Vacs HI 210 England to 1688 fundamental principle; and, (3) those institutions of History: Matthew Hockenos, Erica Bastress HI 224H The Enlightenment society that both influence the law, and are ultimately Dukehart HI 311 Age of the Stuarts influenced by it. B. Breslin, D. Karp Management and Business: Christine Kopec HI 315 Crime and Punishment in Early Modern Psychology: Mary Ann Foley Europe (1400–1800) LW 210. COLLEGE JUDICIAL PROCESS 1 Social Work: Jacqueline Azzarto, Margaret LS2 111 Poor Law to Welfare State An introduction to issues relevant to college discipli- LS2 194 Genocide, War Criminals, and Justice Tacardon, J.D. Chesire nary systems. This course will provide intellectual Sociology: David Karp MB 333 Business Law I background and practical training for members of the MB 334 Business Law II Skidmore Integrity Board. The course will address MB 336H Diversity and Discrimination in the The law and society minor involves students in issues such as philosophies of punishment, offender American Workplace: Is the Melting Pot the interdisciplinary study of law and justice, reintegration, community involvement, and strategies Boiling Over? focusing on the interaction of law and legal for effective sanctioning. D. Karp PH 314 Philosophy of Law institutions with social, economic, and political SO 213 Criminology systems. Students in the program examine the LW 251. SPECIAL TOPICS IN LAW AND SO 314 Deviance SOCIETY 3 historical and philosophical foundations of law SW 218 Prisons in America An examination at the intermediate level of special SW 338 Social Policy and Social Justice and the social forces influencing the making, topics, methods, and areas in law and society. interpretation, and enforcement of laws. The Specific topics vary by instructor, discipline, program, law and society minor is designed to help stu- and semester. dents gain an understanding of the role of law in society, approach questions from an inter- LW 351. ADVANCED SPECIAL TOPICS IN LAW disciplinary perspective, and think critically AND SOCIETY 3 about issues of social justice. An examination at the advanced level of special topics, methods, and areas of law and society. THE LAW AND SOCIETY MINOR: The minor LW 361. LAW AND SOCIETY: CAPSTONE consists of a minimum of eighteen credit hours SEMINAR 1 including: Provides students the opportunity to tie together the course work and independent study in which they 1. LW 200. Introduction to Law, Citizenship, have engaged. Students will discuss over-arching and Justice issues in law, citizenship, and justice and will examine the different contributions of various disciplines to 2. Twelve additional credit hours from the these topics. Seminar presentation of individual stu- courses listed below as part of the Law and dent work will be a central component of the course. This course is required of students who minor in law Society Program. These courses must come and society. Prerequisites: LW200 and at least three from at least three different disciplines and other courses in the Law and Society Program. at least two of the courses must be at the 300 level. No more than one course in the LW 371, 372. INDEPENDENT STUDY IN minor may also count toward the student’s LAW AND SOCIETY 3 major. Advanced level reading and research in law and society under the guidance of a faculty member. 3. A capstone experience, usually taken in the Prerequisite: LW200 and two additional courses from student’s senior year, which may be either the law and society curriculum. Requires approval of law and society director. an independent study or an internship: The independent study may be either in Law LW 399. PROFESSIONAL INTERNSHIP IN LAW and Society (LW371 or 372), or within a AND SOCIETY 3 or 6 specific department participating in the law Professional experience at an advanced level in law and society minor. Designed by the student and society. With faculty sponsorship and approval of in consultation with a faculty advisor partici- the program director, students may extend their law- pating in the program, the independent related liberal arts experience into work in profession- study will consist of intensive research from al settings such as law firms, the criminal justice sys- an interdisciplinary perspective on an tem, and relevant social service and governmental agencies. No more than three semester hours of LW aspect of law and society. An internship 399 may be used to satisfy the minor requirements. may be substituted for the independent Prerequisite: LW200 and two additional courses from study as a capstone experience. The intern- the law and society curriculum. Non-liberal arts ship must involve a substantive work experience as well as a significant academic component. Students must obtain prior permission from the director of the program for either an independent study or an internship to count toward the minor.

127 Management and Business The program serves the larger Skidmore com- HONORS: To be eligible for departmental hon- munity by offering all students a conceptual ors, a student must, in addition to fulfilling the Chair of the Department of Management and basis for managing fiscal and human college requirements for honors, attain a GPA Business: Mark A. Youndt resources in scientific, artistic, human service, of 3.5 or higher for all work completed in the and business undertakings. Both in its presen- major, and receive at least an A- on an honors Professors: Pushkala Prasad, Zankel tation of foundation courses and in its upper- thesis. See the Department Web page for Professor of Management for Liberal Arts level courses, departmental offerings provide details. Students; Bernard Kastory, F.W. Harder avenues for exploring the relationship between Professor of Business Administration business and society. In addition, departmental THE BUSINESS MINOR: For a business faculty develop and contribute to a variety of minor, the student is required to complete Associate Professors: Betty V. Balevic, Susan interdisciplinary courses and programs. Thus, MB107, 214, 224, 234, and two additional Belden, Martin J. Canavan, Paul Corr, Mary the Department of Management and Business courses in business, at least one at the 300 Elizabeth Correa, James J. Kennelly, K. Gary serves not only its own majors but adds depth, level. MB399, Professional Internship in McClure, Christine Page, Mark A. Youndt, breadth, and value to the liberal education of Business, may not be used to satisfy any of Elzbieta Lepkowska-White students concentrating in other disciplines. these requirements.

Assistant Professors: Caroline D’Abate, As a component of the curriculum, students COOPERATIVE M.B.A. PROGRAMS: Timothy Harper have regular interaction with the business Qualified students have the opportunity to earn world in part through the department’s a baccalaureate degree from Skidmore and a Visiting Assistant Professor: Christine Kopec Business Advisory Council. The introductory master’s degree in business administration cornerstone course and others involve integral through cooperative programs with Clarkson Lecturer: Carol Chiarella participation by visiting business executives in University or the Graduate College of Union course exercises. The department encourages University. In these 4+1 M.B.A. programs, stu- Director of the Skidmore-Saratoga study abroad, internships, and involvement in dents earn the master’s degree in the year fol- Entrepreneurial Partnership: Roy Rotheim, community projects to provide integrative lowing Skidmore graduation. Professor of Economics learning experiences. Students who wish to prepare in the area of public accounting may MB 107. BUSINESS ORGANIZATION AND MANAGEMENT 4 The role of the Department of Management take courses toward the satisfaction of the academic requirements for the examination. A broadly based introduction to the field of business and Business at Skidmore College is to pro- that can serve either as the first course in the depart- vide a distinctive undergraduate program in mental sequence or as an only course for a student management and international business that THE BUSINESS MAJOR: All business majors desiring an overview of the business world from a builds on and enhances the liberal arts curricu- must take the basic business core, plus three manager’s perspective. Topics include strategic lum. Our aim is to prepare students to be com- 300-level elective courses. MB399 analysis and planning, marketing, financial manage- mitted to a process of life-long learning and to Professional Internship in Business may not be ment, control, organizational design, human behavior, pursue rewarding careers in a technologically counted as satisfying one of the three 300- and communications. Students present individual level elective requirements of the major. written analyses and engage in group oral presenta- changing and culturally diverse world. To this tions. end, the Department of Management and Business has created a learning environment The basic business core is composed of the following courses: MB107, 214, 224, 234, 235, MB 214. FOUNDATIONS OF MARKETING 3 that encourages the integration of manage- A comprehensive assessment of marketing’s dynamic ment theory, research, and practice within a 306, 338, 349, EC103, 104, and 237. role in contemporary global society. The course well-balanced program of study in the arts, sci- emphasizes the development of marketing strategies ences, and humanities. The suggested course sequence for the major which reflect domestic and cross-national competitive is: MB107, EC104, MB234, EC103, MB235, structures and diverse market place realities. Topics The department provides a foundation in core EC237, MB214, 224, 235, 306, 338, 300-level include consumer analyses, target market identifica- electives (three); MB349 (senior year only.) tion, positioning, e-commerce, and coordination of functional areas, advanced courses, and a marketing mix elements. Prerequisite: MB107 or per- wide variety of cocurricular learning opportuni- Students planning to study abroad during their junior year must have completed MB234 and mission of instructor. ties. While all courses take into account the B. Balevic, C. Page, E. Lepkowska-White linkages across management disciplines, the 235 and EC237 before they go. cornerstone and capstone courses utilize an MB 224. FOUNDATIONS OF ORGANIZATIONAL explicitly integrative approach. Permeating our Students preparing to major in business are BEHAVIOR 3 educational offerings is an emphasis on inter- expected to be proficient in English composi- The theoretical and experiential basis for the analysis national dimensions, discernment of ethical tion and grammar, mathematics, economics, of individual, group and organizational behavior in values, and development of communication and computer applications. In addition to those both domestic and international contexts. courses already required for the major that are Prerequisite: MB107 or permission of instructor. skills. Flexibility in the program enables stu- M. Correa, T. Harper, P. Prasad, C. D’Abate dents to concentrate within a management dis- out of the discipline, these proficiencies may cipline or pursue joint programs with other be strengthened by taking the following courses: MA105 and 111, and CS106. MB 224H. FOUNDATIONS OF ORGANIZATIONAL departments to prepare for careers and gradu- BEHAVIOR 4 ate education. The theoretical and experiential basis for the analysis INTERDEPARTMENTAL MAJORS: In conjunc- of individual, group and organizational behavior in tion with other departments, the Management both domestic and international contexts. Develops and Business Department offers interdepart- student’s ability to critically read the research litera- mental majors in business-economics, busi- ture and provides opportunities for development of ness-French, business-German, business- reflective management practice. Prerequisite: MB107 Spanish, business-government, and business- or permission of instructor. mathematics. See Interdepartmental Majors. M. Correa, T. Harper, P. Prasad, C. D’Abate

128 MB 234. FOUNDATIONS OF ACCOUNTING I 4 MB 307. FINANCIAL ACCOUNTING I 4 MB 317. MARKETING RESEARCH 4 An introductory course in financial accounting exam- Examines the generally accepted accounting princi- Focuses on fundamental issues in research design ining the process of accumulating accounting infor- ples related to the preparation of financial state- and analysis. Topics include problem formulation, mation for decision-makers outside the organization. ments, with particular emphasis on balance sheet data collection, sample selection, data analysis and It introduces the accounting process, reviews the valuations and their relationship to income determina- interpretation. Special topics include issues on the preparation of financial statements, examines the tion. The course also examines the concept of time- use of the Internet for research purposes (such as accounting for assets and liabilities, and concludes value of money; the application of present value tech- data collection) and those raised by global research. with an examination of accounting for corporations. niques to accounting valuations, and the valuation Prerequisites: MB214 and EC237 or equivalent. The course focuses on the interpretation and effec- and disclosure problems associated with cash, tem- E. Lepkowska-White tive use of financial statements and other financial porary investments, receivables, inventories, plant data. Prerequisite: MB107 or permission of instructor. assets, intangible assets, and long-term investments. MB 319. MANAGEMENT INFORMATION M. Canavan, P. Corr, C. Chiarella Prerequisite: MB235. Non-liberal arts. SYSTEMS AND E-COMMERCE 4 An introduction to management information systems MB 235. FOUNDATIONS OF ACCOUNTING II 3 MB 308. FINANCIAL ACCOUNTING II 3 and e-commerce, engaging a number of the disci- Continuation of the study of financial accounting Advanced course continuing the study of financial plines that define the field of MIS. From Web-design begun in MB234. The course addresses international accounting begun in MB307. Students analyze the and active server pages to spreadsheet driven deci- accounting issues and emphasizes the effective use problems arising in the application of accounting the- sion support systems, students will acquire a working and interpretation of corporate financial statements. ory to specific business situations. The course knowledge of a variety of information systems and an Approximately two-thirds of the course focuses on explores financial reporting and disclosure topics understanding of the roles that the underlying tech- the use of accounting information by managers for including intercorporate investments, equity and debt nologies play in management decision making and e- planning, control, and decision making. It introduces financing, leases, and pensions. It also addresses commerce. The course also focuses on the enhance- key management accounting concepts and tech- problems in income determination and reporting, ment of analytical skills, especially as applied to the niques including manufacturing accounting, cost sys- including income tax allocation and earnings per solution of unstructured problems. Prerequisites: tems, budgeting, and responsibility accounting. share. Prerequisite: MB307. Non-liberal arts. MB214, 224, 235. Prerequisite: MB234. Non-liberal arts. M. Canavan, P. Corr, C. Chiarella MB 312. IDENTITY AND OPPORTUNITY 3 MB 333. BUSINESS LAW I 3 Explores issues, theories, and research findings A study of the origin of laws, the court system, and MB 240. COACHING AND TEAMWORK SERVICE focusing on the implications of social identity and cat- legal procedures with emphasis on their impact in LEARNING EXPERIENCE 1 egorization in the workplace. Topics include social business and economic situations, in-depth study of Provides the student and opportunity to serve as a identity and categorization, perceptual processes, the laws of contracts, agency, corporations, partner- coach for a group of students working on the MB107 stereotyping, in-group and out-group dynamics, work ships, employment and labor law. Examination and Executive Presentation project. Students will be able group processes, and business policy. Prerequisite: briefing of existing case law in these fields. to integrate knowledge and skills gained in MB107 MB224 or permission of instructor. T. Harper C. Kopec with theory and applied experience acquired in MB224. The course may be repeated for a maximum MB 313. CONSUMER BEHAVIOR 4 MB 334. BUSINESS LAW II 3 of 3 credits. Prerequisites: MB107, 224, and 234. Examination of the psychological, sociological, and A study of the laws of real property, sales, wills and T. Harper anthropological theories related to consumer deci- estates, trusts, security instruments, mortgaging and sion-making. Among the separate topics covered in leaseholds, personal property, and bailments. MB 301. TAXATION OF CORPORATIONS AND the course are motivation, memory, cognition, attitude Prerequisite: MB333. C. Kopec PARTNERSHIPS 4 formation and change, persuasion, learning, and Reviews the basic concepts of corporate and partner- value systems of cultures and subcultures, all inter- MB 336H. DIVERSITY AND DISCRIMINATION IN ship taxation. The course focuses on tax research related with the formation of marketing strategies. THE AMERICAN WORKPLACE: IS THE and emphasizes the importance of taxation in busi- Prerequisite: MB214 or permission of instructor. MELTING POT BOILING OVER? 3 ness decisions. Students look at the rationale behind C. Page An interdisciplinary examination of the many chal- provisions of the tax laws and discuss landmark and lenges and issues raised by the growing diversity and current court decisions that give insight into the work- MB 314. ORGANIZATIONAL THEORY 3 multiculturalism of the North American workplace. ings of the income tax system. Prerequisite: MB234 The development of alternative concepts, models, The course provides a historical introduction to the or permission of instructor. Non-liberal arts. and theories of organizing as a basis for determining patterns of immigration that affected different work- P. Corr strategy and structure in both domestic and interna- places and offers an overview of the legal structures tional organizations. The course provides the applica- that deal with questions of difference in work organi- MB 303. COST ACCOUNTING FOR tion of theory to organizations in the public, private, zations (e.g., the Equal Employment Opportunities MANAGEMENT DECISIONS 3 and not-for-profit sectors. Prerequisite: MB224 or per- Act). It also examines how organization structures A review of the various methods of cost accumulation mission of instructor. M. Correa and P. Prasad and cultures influence the reception, inclusion, and for product costing and the analysis of cost data for experiences of different social identity groups along planning and control. The course focuses on man- SB 315. WORK, FAMILY, AND dimensions of gender, race, age, ethnicity, disability, agement systems and emphasizes the application of ORGANIZATIONS 3 and sexual preference. Recent workplace move- management accounting concepts and principles to The analysis of various white-collar and blue-collar ments that promote and oppose greater diversity are decision making. Prerequisite: MB235 or permission occupations and their relationship to work and family also discussed. (Fulfills Cultural Diversity require- of the instructor. Non-liberal arts. life. Topics include the changing nature of work; pro- ment.) Prerequisites: MB107 and 224 or permission fessionalization; working within organizations; and of instructor. P. Prasad MB 306. FOUNDATIONS OF BUSINESS IN THE occupational socialization, careers, and mobility. INTERNATIONAL ENVIRONMENT 3 Prerequisite: SO101 or MB224 or permission of MB 337. ADVERTISING AND PROMOTION 4 Analyzes the political, social, legal, economic, com- instructor. C. Berheide Examines advertising and promotion principles from petitive, technological, and cultural environments of an integrated marketing communications perspective, international business. It focuses upon the challenges MB 316. DYNAMICS OF LEADERSHIP 4 emphasizing the planning, design, and implementa- facing multinational corporations operating in these Integrates traditional theories of leadership with con- tion of advertising campaigns. Topics include con- dynamic and often ambiguous environments. Topics temporary approaches to group dynamics in order to sumer and market analysis, creative strategy, media to be covered include: strategic issues related to provide a framework for the leadership roles encoun- selection, promotional budgeting, campaign evalua- competition in global markets; issues of organization- tered in modern organizations, both public and pri- tion, and agency relations. Prerequisites: MB107 and al structure and control; questions of the transferabili- vate enterprises. The course provides an intensive 214. Non-liberal arts. C. Page ty of “made in America” management theories in a workshop to allow students to assess their personal cross-cultural context; fundamentals of trade theory; strengths and challenges as leaders. There is also a and noneconomic impacts of multinational corpora- required practicum, which provides an opportunity to tions and their ethical, social, and ecological respon- apply theory and to further develop and practice lead- sibilities. Prerequisites: MB107, 214, 224, 234, ership skill. Prerequisites: MB214, 224, and 338. EC103, 104, or permission of instructor; prerequisites Non-liberal arts. M. Correa may be waived for interdepartmental business majors and international affairs minors by permission of instructor. J. Kennelly, B. Kastory, P. Prasad 129 MB 338. FOUNDATIONS OF FINANCE 4 MB 350. ENTREPRENEURSHIP AND SMALL MB 371, 372. INDEPENDENT STUDY 3, 3 Examines the fundamentals of business finance as BUSINESS 3 Research or special project in business. Independent influenced by political, cultural, economic, and physi- Designed to present problems faced by entrepre- study provides an opportunity for a student already cal environmental forces. Attention is given to the neurs in developing, organizing and managing small well grounded in an area to pursue an interest which implications of entrepreneurial and international activ- businesses. The course will consider all functions falls outside the domain of courses offered by the ities on financial decisions. Topics include an relating to small business decisions. The case department. The student should carefully define a overview of the financial environment including method will be used extensively. Student projects semester’s work that complements his or her back- investments, capital markets and institutions, corpo- relating to the formation and/or management of small ground, initiate a proposal with a study sponsor, and rate financial theory, asset pricing, financial analysis business units will be required, primarily through obtain formal approval from the student’s sponsor and planning, corporate capital structure and costs, group analysis and presentations. These group proj- and the department chair. Application to do such work and corporate investment decisions. Prerequisites: ects will require field consultation exercises with own- in any semester should be made and approved prior MB235 and EC237. S. Belden, P. Corr, G. McClure ers/managers at small businesses. Prerequisite: to registration for that semester. A student may or Management and business majors/minors or permis- may not receive liberal arts credit for an independent MB 339. INVESTMENTS 3 sion of instructor. Non-liberal arts. M. Canavan study, at the discretion of both the department chair An investigation of the concepts of security analysis and the registrar (and, in exceptional instances, the and valuation and of the fundamentals of market analy- MB 351, 352. SPECIAL TOPICS IN BUSINESS Curriculum Committee of the College). Prerequisites: sis. Special attention will be paid to securities and secu- AND MANAGEMENT 3, 3 MB214, 224, 235, 306, 338, and permission of rity markets, risk-return characteristics of investment Advanced and special topics in business which department. types, and investment strategies including the use of reflect areas of current relevance. This course allows convertible securities and options. Prerequisites: the student to study in depth an area only briefly cov- MB 373. THESIS SEMINAR A 3 MB235 and 338. S. Belden, G. McClure ered in the regular curriculum or to study an Required seminar for students planning to write a advanced, currently relevant topic which would not thesis in the department. Students learn about con- MB 344. INTERNATIONAL MARKETING 3 normally be covered in the regular course offerings. ducting research, develop their research question, Examines the influence of cultural, political, legal, Topics will vary from semester to semester. May be derive hypotheses, and select appropriate research technological, socioeconomic, and physical environ- repeated for credit with permission of department methodologies. Students must complete a thesis pro- ments on international marketing decisions. The chair. Prerequisites: Will vary each time the course is posal that is approved by both the seminar instructor course also covers the theory and practice of interna- offered; there will always be some of the business and the student’s thesis advisor. tional marketing strategies. Topics include internation- core required for this course. al planning, implementation and control decisions, MB 374. THESIS SEMINAR B 3 international market research, international product MB 355. BUSINESS, ETHICS AND SOCIETY 4 Students implement the thesis proposal: collect and decisions, global pricing, distribution, international An interdisciplinary approach to the role of business analyze data; identify results; and project their impli- advertising, and sales promotion. Special topics in American society including ethical obligations to cations for management theory, practice, and future include green marketing, international e-commerce, employees, consumers, stockholders and others, and research. The seminar prepares students for writing and global marketing ethics. Prerequisite: MB214 or corporate responsibility in the community. Emphasis the final document and for the oral presentation to permission of instructor. E. Lepkowska-White will be on application of ethics to actual business situ- the department. Prerequisites: MB373 or permission ations. Although readings in philosophy, government, of the instructor. MB 345. GLOBAL FINANCIAL MANAGEMENT 4 and social issues will be assigned, this is a case- An extension of MB338 to the financial management study course. Prerequisite: MB107 or permission of MB 376. BUSINESS ISSUES 3 of corporations in the global environment. Topics instructor. J. Kennelly, C. Kopec Discussion, investigation, and analytical report on include the role of multinational industrial corpora- contemporary business issues. tions in world trade, an overview of international capi- MB 358. HUMAN RESOURCE MANAGEMENT 4 tal markets and institutions, international financial Explores the history, theory, and practice of human- MB 399. PROFESSIONAL INTERNSHIP analysis and planning, international debt and equity resource management. The course focuses on think- IN BUSINESS 3 or 6 financing, international corporate investment deci- ing systematically, strategically, and ethically about Professional experience at an advanced level for jun- sions, the influence of foreign currency on finance managing employees. It examines the importance of iors and seniors with substantial academic experi- decisions, and the relationship between business recruitment, selection, diversity, job design, perform- ence in business. With faculty sponsorship and development and the global physical environment. ance appraisals, training, and compensation to both department approval, students may extend their edu- Prerequisite: MB338 or permission of instructor. the worker and the organization. Prerequisite: MB224 cational experience into areas of business related to G. McClure or PS101 or SO101. C. D’Abate their academic course work. MB399 cannot be counted as one of the 300-level elective courses required MB 346. GLOBAL SALES AND MB 359. GLOBAL FINANCIAL INSTITUTIONS 3 of the management and business major. No student MERCHANDISING MANAGEMENT 3 Extends MB338 to the role of private and public may earn more than six semester hours of MB399. This course examines the historical, societal, legal, financial institutions in the global environment includ- Non-liberal arts. and technological framework that affects the planning ing the U.S. Federal Reserve System, International and implementation of strategies in professional sales Monetary Fund, World Bank, European Union Central and merchandising within specific industrial, institu- Bank, and Bank for International Settlements. The tional, and international environments. Prerequisite: course examines the history, role, and functions of MB107 or permission of instructor. B. Balevic these financial institutions and the important services provided by financial institutions in the conduct of MB 347. COMPARATIVE MANAGEMENT 3 both domestic and international money and capital Contemporary issues in comparative management, market activities and funds transfers. Special empha- addressed through the paradigms of cultural anthro- sis is placed on the role and contributions of commer- pology, organizational theory, and area studies. This cial banks in the economic growth and development course focuses on two questions: the extent to which of nations and the world economy. Prerequisite: management theory is influenced by cultural and MB338 or permission of instructor. G. McClure regional variables, and the extent to which key management processes can transcend cultural bound- MB 364. MANUFACTURING STRATEGY AND aries. Open to juniors and seniors. Prerequisites: INTERNATIONAL COMPETITIVENESS 3 MB224 or permission of instructor. M. Correa Analyzes the critical role that manufacturing strategy plays in determining the overall competitiveness of a MB 349. BUSINESS STRATEGY 4 business and of a nation. Macro and micro economic Provides the final, integrating experience for the stu- variables such as exchange rates and industrial dent. The course covers all of the functional areas financial systems will be examined along with techno- the student has studied—marketing, finance, control logical and scientific policies of business and govern- systems, organizational behavior—but views them ment. Prerequisites: MB214, 306. from the integrating perspective of a general manager operating in a global environment. Prerequisites: MB214, 224, 235, 306, and 338. Open only to seniors. B. Kastory, M. Youndt 130 Mathematics PI MU EPSILON, New York Alpha Theta A. Statistical Controversies. It is often said that one Chapter: Incorporated in 1914, Pi Mu Epsilon can prove anything using statistics. Indeed, the reading of any newspaper or news magazine presents Chair of the Department of Mathematics and is a national honorary society whose purpose is the promotion of scholarly activity in mathe- one with bold statements about important topics (eco- Computer Science: Pierre von Kaenel nomic, political, and health issues, etc.) based on sta- matics. Undergraduate students are qualified tistical studies, together with strong opposition to Professors: *Robert DeSieno, Mark Hofmann, for membership if they meet one of the follow- those statements—in a phrase, statistical controver- R. Daniel Hurwitz, Mark E. Huibregtse, Alice ing criteria: 1) upperclassmen who have com- sies. This course aims to study many such controver- M. Dean, Gove W. Effinger, Pierre von Kaenel pleted at least two years of college mathemat- sies to try to understand how they arise, what statis- ics, including calculus, with at least a B aver- tics lie behind them, and how at least some of them age and who are in the top third of their class might be avoided by proceeding with greater care. Associate Professors: Una Bray, David C. Intended for students with little or no experience with Vella in general college work; 2) sophomores, majoring in or intending to major in mathemat- statistics. ics, who have completed at least three semes- Assistant Professor: Thomas O’Connell B. Modeling Epidemics. This course uses several ters of college mathematics, including one mathematical techniques for modeling epidemics, THE MATHEMATICS MAJOR: Students major- year of calculus, with a straight A record and including differential equations and statistical meth- ing in mathematics fulfill the departmental who are in the top quarter of their class in gen- ods. requirements by completing eight courses in eral college work. mathematics or computer science at the 200 C. Serious Games: Conflict, Voting and Power. level or above, to include MA200, 202, MA215 Note regarding mathematics and science Mathematics is often applied to situations where the majors: Students who plan to take calculus players (which can be individuals, teams, corpora- or MC215, MA303, 319, 376, and two addition- tions, or entire nations) have conflicting interests. al courses, at least one of which is at the 300 should take the online placement exam prior to the beginning of classes. Based on this exam, Players attempt to determine the best course of level. Under exceptional circumstances, and action without knowing what their opponent(s) will do. only with the consent of the department, the Department will recommend which course In this course, students study game theory, a field of MA371, 372, 381, or 382 may be counted as in the sequence the student should begin with. mathematics that was developed to analyze conflict the additional 300-level course. CS318 may Most frequently, prospective mathematics or and competition. Game theory can be applied in a not be counted toward the major. Courses science majors elect MA111 in the fall semes- wide variety of situations, such as choosing a location counting toward the major may not be taken ter and 113 in the spring semester of their first to open a business or understanding tactical choices made in the Cuban missile crisis and the Yom Kippur satisfactory/unsatisfactory. year. Prospective mathematics or science majors with weak preparation in mathematics war. In addition to game theory, students explore may be recommended to take MA108 in the other social and political issues susceptible to mathe- HONORS: Students wishing to qualify for matical analysis, such as the assessment of the fair- departmental honors in the mathematics major fall semester followed by MA109 in the spring. ness of various voting schemes or the measurement must: 1) complete all departmental require- First-year students with advanced placement of political power. ments for the mathematics major and have a who take MA113 in the fall should register for GPA of 3.5 or higher for all course work (MA, MA200 at the same time if they plan to contin- D. Mathematics in Context: Mathematical Models MC, and CS) taken in the department; 2) have ue into MA202 in the spring. for Business and Economics—Efficient Planning. a GPA of 3.0 for all course work taken at What is the best way to allocate scarce resources? In Students interested in learning how to use the business world, linear programming is often used Skidmore; 3) file with the department, by the to answer this question. Phone companies, oil end of the official add-drop period of the spring computers to solve problems in the quantitative disciplines should consider the courses: refineries, airlines, and many other businesses use semester of the senior year, a declaration of linear programming to schedule transportation net- intention to qualify for honors; and 4) submit CS102, 103, 106, and MS104. works, plan portfolios, control inventories, and maxi- an honors thesis or project to be read by a mize profits. Since its invention in the 1940s, linear review committee, and give an oral presenta- MA 100. QUANTITATIVE REASONING 3 programming has become increasingly important, Study of practical arithmetic and geometry, data gath- tion of the thesis or project to the department. and according to some estimates, well over $100 mil- ering and analysis, introductory probability and statis- lion in human and computer time is spent yearly in tics, size and bias in sampling, hypothesis testing, the formulation and solution of linear programming The review committee will evaluate the thesis confidence intervals and their use in statistical analy- problems. In this course, the student will be intro- or project to determine if it is of the exceptional sis, linear relationships, interpolation and extrapola- duced to linear programming problems and their solu- quality which merits honors; the committee’s tion, correlation, linear and exponential growth with tion, related topics such as sensitivity analysis and recommendation will be submitted to the practical applications. The course is primarily intend- integer programming, and various other mathematical department for final adjudication. ed to fulfill the first part of the quantitative reasoning models useful in business and economics, such as requirement (QR1). Prerequisite: placement by Leontief economic models, basic probability theory, department or permission of instructor. and Markov chains. INTERDEPARTMENTAL MAJORS: The The Department department offers an economics-mathematics major in cooperation with the Department of MS 104. INTRODUCTION TO STATISTICS 4 Note: Courses numbered MS104, MA215 or An introduction to fundamental concepts in statistical Economics and a business-mathematics major MC215, 302, 306, 316, and MA102 through reasoning. Students will consider contexts, both his- in cooperation with the Department of MA382 have as a prerequisite QR1 or permis- torical and modern, in which statistical approaches Business. See Interdepartmental Majors. sion of the department. arose and methodologies developed. Topics considered will include organization and analysis of data, THE MATHEMATICS MINOR: Students minor- MA 102. MATHEMATICS IN CONTEXT 3 the drawing of inferences from these data, and the ing in mathematics fulfill the departmental A set of courses exploring interesting questions careful presentation of these inferences. Examples requirements by completing MA113 and 200 or from a variety of disciplines with the aid of mathe- will be drawn from a variety of disciplines. (Fulfills the equivalent; MA215 or MC215; MA303 or matics; primarily intended for students seeking to QR2 requirement.) The Department 319; and two more 3- or 4-credit courses in fulfill the College’s requirement in Quantitative Reasoning (QR2). Courses including the following MS 104E. INTRODUCTION TO STATISTICS 4 mathematics at the 200 level or above. MC306 An introduction to fundamental concepts in statistical may be substituted as one of the elective are offered periodically depending on faculty availability. A student may take more than one of these reasoning. Students will consider contexts, both his- courses. courses for credit. torical and modern, in which statistical approaches arose and methodologies developed. Topics considered will include organization and analysis of data, the drawing of inferences from these data, and the careful presentation of these inferences. Examples will be drawn primarily from Environmental Studies. (Fulfills QR2 requirement.) The Department 131 MA 107. CONCEPTS OF MATHEMATICS 3 MA 200. LINEAR ALGEBRA 4 MA 276. SELECTED TOPICS IN An introductory course for liberal arts and education Vector spaces, matrices and linear transformations, MATHEMATICS 3 majors or anyone seeking a general, nontechnical determinants, solution of linear equations. Topics that complement the established lower level overview of mathematics. Topics covered include set Prerequisite: high school preparation including course offerings in mathematics will be selected. theory, review of number systems, geometry con- trigonometry or consent of department. Offered fall Emphasis will be on the nature of mathematical cepts, basic concerns of probability and statistics, semester. (Fulfills QR2 requirement.) thought. May be repeated for credit. Offered on suffi- and introductory number theory. (Fulfills QR2 require- The Department cient demand. The Department ment.) The Department GM 201. GLOBAL SECURITY IN AN AGE OF MC 302. GRAPH THEORY 3 MA 108. CALCULUS WITH ALGEBRA I 3 INVENTION 3 An introduction to the theory and applications of An introduction to derivatives, integrals, and their The evolution of two twentieth-century technological graphs. Topics may include graphs and digraphs, applications. Primarily for students who are not ade- achievements, nuclear weapons and digital comput- connectivity, trees, Euler and Hamiltonian cycles, and quately prepared for MA111, this course (together ing. This course explores the roles of scientists and graph embeddings. Prerequisite: MC115 or MC215 or with MA109) covers the same material as MA111 but the institutions that foster these achievements, and MA200 or permission of instructor. Fall 2005 and integrates the material requisite to calculus with the examines the cooperation of scientists and policy alternate years. The Department calculus itself. Note that MA108 alone can not be makers who convert these technologies into instru- used as a substitute for MA111. Successful complements of international politics and global competition. MA 303. ADVANCED CALCULUS 4 tion of MA108 and MA109 is equivalent to completion The course is intended to help students understand Rigorous treatment of foundational issues in analysis. of MA111. (Fulfills QR2 requirement.) Prerequisite: the relationships between technological develop- Topics may include set theory, the real number sys- Permission of instructor. The Department ments and selection of policies that shape interna- tem, sequences, series, limits and continuity, theory tional affairs. Prerequisites: GO103, QR1, and one of differentiation and integration, and elementary MA 109. CALCULUS WITH ALGEBRA II 3 course in computer science or laboratory science. notions of topology. Prerequisite: MA113 and MA215 A continuation of MA108. A study of exponential, log- R. DeSieno or MC215 or consent of the department. Offered fall arithmic, and trigonometric functions and their appli- semester. The Department cations in differential and integral calculus. MA 202. CALCULUS III 4 Successful completion of MA108 and MA109 is Multivariable calculus. Prerequisite: MA111, or both MC 306. THEORY OF COMPUTATION 3 equivalent to completion of MA111. (Fulfills QR2 MA108 and 109, and MA113 and 200 or consent of A study of the major theoretical models of computa- requirement.) Prerequisite: MA108. The Department department. Offered spring semester. tion. Topics include automata, nondeterminism, regu- The Department lar and context-free languages, Turing machines, MA 111. CALCULUS I 4 unsolvability, and computational complexity. Derivatives, integrals and their applications. MA 204. PROBABILITY AND STATISTICS 3 Prerequisite: MC115 or MC215 and CS106, or per- Techniques of differentiation. Integration and differen- Elementary probability, discrete and continuous ran- mission of instructor. Beginning in fall 2005, MC306 tiation of exponential, logarithmic and trigonometric dom variables, theory of expectation, analysis of dis- will have CS210 as a prerequisite. The Department functions. Prerequisite: high school preparation tribution functions. (Fulfills QR2 requirement.) including trigonometry or consent of department. Prerequisite: MA111, or both MA108 and 109 or con- MA 309. ELEMENTS OF MODERN GEOMETRY 4 (Fulfills QR2 requirement.) The Department sent of department. Spring 2007 and alternate years. Study of various topics in modern geometry, with The Department emphasis on the axiomatic method. Fall 2006 and MA 111W. CALCULUS I 4 alternate years. Prerequisite: MA113 and MA215 or Derivatives, integrals and their applications. MA 214. THEORY OF NUMBERS 3 MC215 or consent of instructor. The Department Techniques of differentiation. Integration and differen- Topics in classical and modern number theory includ- tiation of exponential, logarithmic and trigonometric ing congruences, Diophantine equations, quadratic MA 310. HISTORY OF MATHEMATICS 3 functions. Prerequisite: high school preparation residues. (Fulfills QR2 requirement.) Prerequisite: Study of the development of mathematical ideas. including trigonometry or consent of department. MA111, or both MA108 and 109, or MA200 or con- Prerequisite: MA113 and MA215 or MC215 or per- (Fulfills QR2 requirement; meets expository writing sent of department. Spring 2006 and alternate years. mission of the instructor. Offered on sufficient requirement for students who placed at EN105 level The Department demand. The Department or who have completed EN103.) The Department MC 215. MATHEMATICAL REASONING AND MA 311. DIFFERENTIAL GEOMETRY 3 MA 113. CALCULUS II 4 DISCRETE STRUCTURES 4 An introduction to differential geometry in a classical Inverse trigonometric functions and hyperbolic func- An introduction to mathematical reasoning in the con- setting: the study of n-surfaces, embedded in Euclidean tions. Systematic study of integration. Series and text of studying discrete structures fundamental to space. Offered on sufficient demand. Prerequisite: Taylor series. Polar coordinates. Indeterminate forms, both mathematics and computer science. Topics MA200, 202, MA215 or MC215, or consent of the L’Hôpital’s rule and improper integrals. (Fulfills QR2 include elementary logic and sets, methods of proof department. MA270 recommended. The Department requirement.) Prerequisite: MA111, or both MA108 including mathematical induction, algorithms and their and 109, or consent of department. The Department analysis, functions and relations, elementary combi- MA 313. INTRODUCTION TO TOPOLOGY 3 natorics, discrete probability, and graph theory. Selected topics in topology such as metric spaces, MA 113W. CALCULUS II 4 (Fulfills QR2 requirement.) Prerequisites: QR1, and point set topology of Euclidean spaces, introduction Inverse trigonometric functions and hyperbolic func- CS106 or MA113, or permission of the instructor. to algebraic topology. Prerequisite: MA113 and tions. Systematic study of integration. Series and The Department MA215 or MC215 or consent of the department. Taylor series. Polar coordinates. Indeterminate forms, Spring 2007 and alternate years. The Department L’Hôpital’s rule and improper integrals. (Fulfills QR2 MA 225, 226. PROBLEM SOLVING IN requirement; meets expository writing requirement for MATHEMATICS 1,1 MC 316. NUMERICAL ALGORITHMS 3 students who placed at EN105 level or who have com- Intermediate level. Students will work collaboratively An introduction to using computation to obtain pleted EN103.) Prerequisite: MA111, or both MA108 on problems posed in various undergraduate mathe- approximate solutions to mathematical problems. A and 109, or consent of department. The Department matics journals and other sources. Solutions to jour- variety of algorithms are studied, as are the limita- nal problems will be submitted to the journal editors tions of using computational methods. Topics include MA 125, 126. PROBLEM SOLVING IN for acknowledgment and possible publication. algorithms for solving equations, systems, and differ- MATHEMATICS 1, 1 Problems are taken from all areas of specialty within ential equations; approximating functions and inte- Introductory level. Students will work collaboratively mathematics. During fall semesters, students will grals; curve fitting; round-off errors and convergence on problems posed in various undergraduate mathe- have an opportunity to compete in the annual William of algorithms. Prerequisites: CS106, and MA111, or matics journals and other sources. Solutions to jour- Lowell Putnam Mathematical Competition. both MA108 and 109, or permission of instructor. nal problems will be submitted to the journal editors Prerequisite: QR2. Must be taken S/U. May be Offered in 2007 and alternate years. The Department for acknowledgment and possible publication. repeated for credit. The Department Problems are taken from all areas of specialty within MA 319. ABSTRACT ALGEBRA I 4 mathematics. During fall semesters, students will MA 270. DIFFERENTIAL EQUATIONS 4 Survey of algebraic structures; groups, rings, fields, have an opportunity to compete in the annual William An introduction to the theory and applications of dif- vector spaces, and linear transformations. Lowell Putnam Mathematical Competition. ferential equations. Prerequisite: MA113 and 200. Prerequisite: MA200 and MA215 or MC215 or con- Prerequisite: QR1. Must be taken S/U. May be Offered spring semester. The Department sent of the department. Offered fall semester. repeated for credit. The Department The Department

132 MA 320. ABSTRACT ALGEBRA II 3 Music 7. Three semesters of private musical instruc- Selected topics in advanced algebra. Prerequisite: tion in one area of performance; MA319 or consent of department. Spring 2006 and alternate years. The Department Chair of the Department of Music: Thomas Denny 8. Three semesters of ensemble performance selected from course offerings under MA 323. REAL ANALYSIS 3 Selected topics in real analysis. Prerequisite: MA303 Professors: Charles M. Joseph, Gordon R. Skidmore Ensembles. or consent of department. Spring 2006 and alternate Thompson years. The Department To enroll in MU241, students must pass a Associate Professors: Thomas Denny, Anthony diagnostic exam administered during the first MA 324. COMPLEX ANALYSIS 3 Holland, Deborah Rohr week of the fall semester. The department Analytic functions, complex integration, complex strongly urges majors to acquire keyboard sequences and series, and conformal mapping. Assistant Professor: Benjamin Givan skills as early as possible in their musical stud- Prerequisite: MA303 or consent of department. ies. Before enrolling in MU243, students must Spring 2007 and alternate years. The Department Senior Artists-in-Residence: Pola Baytelman, demonstrate keyboard proficiency by passing a departmental exam or by successfully com- MA 325, 326. PROBLEM SOLVING IN Joel Brown, Richard Hihn, John Nazarenko, MATHEMATICS 1,1 Anne Turner, Jan Vinci pleting MP197. Students lacking the required Advanced level. Students will work collaboratively on proficiency must enroll in MP197 concurrently problems posed in various undergraduate mathemat- Lecturers: *Yacub Addy; *Ann Alton, *Veena with MU243. ics journals and other sources. Solutions to journal Chandra, *Nancy Jo Davidsen, Charles problems will be submitted to the journal editors for D’Aloia, *Carol Ann Elze, *Michael Emery, HONORS: Departmental honors for senior acknowledgment and possible publication. Problems music majors are recommended on the basis are taken from all areas of specialty within mathemat- *Mark Foster, *Gene Marie Green, *Elizabeth Huntley, *Eric Latini, *Patrice Malatestinic, of a distinguished academic career document- ics. During fall semesters, students will have an ed by department GPA (3.5 or higher for all opportunity to compete in the annual William Lowell *Susan Martula, Janet McGhee, *David Rives, Putnam Mathematical Competition. Prerequisite: *Rich Syracuse, *Benjamin Van Wye, *Mark work in MP courses; 3.5 or higher for all work QR2. Must be taken S/U. May be repeated for credit. Vinci in MU courses), faculty recommendation, and The Department a high level of accomplishment on a depart- Accompanists: *Carol Ann Elze, *Patricia ment approved senior project (recital, thesis, MA 371, 372. INDEPENDENT STUDY 3, 3 Hadfield, *Patricia Keyes composition, or music-technology project). Special study in mathematics outside the regular department offerings. Prerequisite: consent of depart- THE MUSIC MINOR: Students must complete ment. The Department The Department of Music offers courses in five areas of musical study: musicology/ethnomusi- the following: cology, music theory, music technology, indi- MA 376. SEMINAR 3 1. MU241, 242; Research, discussion, and presentation of selected vidual musical performance, and ensemble topics at an advanced level, to provide a capstone performance. These courses meet the needs experience for the mathematics major; primarily of music majors and minors and students 2. two additional MU courses from the follow- intended for seniors. Prerequisites: MA303 and 319 whose concentrations lie in other disciplines. ing: MU100, 103, 106, 205, 208W, 220, 255, or consent of the department. This course may be 304, 309, 314, 315, 316, 317, 318, 320, repeated for credit with permission of the department. THE MUSIC MAJOR: Students majoring in 344, and 355; The Department music receive a bachelor of arts degree. Students contemplating a major should consult 3. three semesters of private musical instruc- MA 381, 382. SENIOR THESIS 3, 3 tion in one area of performance; Optional for mathematics majors. Recommended for as early as possible with the department chair those working toward professional careers or gradu- and with an instructor in the musical area of ate study in mathematics, and required for those greatest interest to formulate a course of 4. three semesters of ensemble selected from seeking to satisfy the criteria for departmental hon- study. course offerings listed under Skidmore ors. The Department Ensembles. Students majoring in music are required to MA 399. INTERNSHIP IN MATHEMATICS 3 or 6 complete the following: PRIVATE MUSICAL INSTRUCTION (MP281, Professional experience at an advanced level for jun- MP281X): Private instruction in instrumental or iors and seniors with substantial academic experi- vocal performance is available to all students ence in mathematics. With faculty sponsorship and 1. MU241, 242, and 243, normally to be completed by the end of the sophomore year; on an audition/interview basis and as studio departmental approval, students may extend their space permits. The fee for private instruction is educational experience in pure or applied mathematics. This course may not be used to satisfy the 2. One 300-level topics seminar/survey in the $450 per semester for forty five-minute les- requirements of any major or minor in the depart- Western classical tradition (MU314, 315, sons, $600 per semester for one-hour lessons. ment. Prerequisites: MA200, two additional courses 316, 317, or an appropriate topics seminar); Students majoring in music are exempt from in mathematics at the 200 level or above, and per- these fees during four semesters of private mission of the department. Non-liberal arts. 3. One 300-level topics seminar/survey in a instruction. Scholarship aid is available for all non-Western or popular music tradition students; see the department chair for details. (MU304, 306, 307, 309, 320, or an appropriate topics seminar);

4. One additional topics seminar (MU344 or 345);

5. One 300-level MU course (chosen from any of the above mentioned courses plus 319, 353, 354, 355, 356, 357, 358, 359, 360, or 361);

6. MU363 Senior Seminar;

133 MUSICOLOGY MU 307. MUSIC AND SOCIETY 3 MU 107. AURAL SKILLS† 1 An introduction to interdisciplinary approaches to the Development of ear-training skills by means of exer- MU 100. INTRODUCTION TO MUSIC 3 study of music including the sociology, anthropology, cises in singing (prepared and at sight) and aural An introduction to concepts of musical style and and psychology of music. These approaches will be analysis (including dictation). Will require extensive structure in compositions representative of different applied in selected areas such as education, religion, practice outside of class and performance in class. historical periods with an aim to deepen the musical non-Western music, and popular music. (Fulfills Prerequisite: MU101; or completion or current enroll- listening experience. Examination of the relationship humanities requirement.) G. Thompson ment in MU151 or MU241; or permission of the of music to the humanities. Primarily for nonmajors. instructor. Non-liberal arts. A. Turner (Fulfills humanities requirement.) The Department MU 309. MUSIC IN SOUTH ASIA 3 An examination of the major musical phenomena of MU 241. MATERIALS AND STRUCTURES I 4 MU 101. RUDIMENTS OF MUSIC 3 the Indian subcontinent and their historical and cultur- Following a brief review of the rudiments of pitch, An introduction to musical notation, sight singing and al background. Topics include Hindustani and rhythm, and meter, students will study the principles ear training, and rudimentary concepts of music theo- Karnatak classical musical styles, religious music, of species counterpoint and then proceed to write ry. Students learn material that can be applied to fur- popular music, and selected regional genres. and analyze diatonic tonal harmony, with reference to ther study in music theory, some areas of perform- Prerequisite: MU101 or permission of instructor. musical literature, style, form, and compositional ance, and other courses. Open to students with no (Designated a non-Western culture course.) process. Diatonic tonal syntax is the foundation of prior musical experience. Students successfully mas- G. Thompson Western art music from the 17th through the 19th tering the material in MU101 must also pass the centuries, as well as some jazz and popular musics department’s diagnostic exam to enroll in MU241. MU 314. MUSIC IN THE MIDDLE AGES AND up to the present time. Examples will be chosen from (Fulfills humanities requirement.) The Department RENAISSANCE 3 a wide range of historical periods, musical styles, and Major compositional genres and stylistic trends in traditions. (Fulfills humanities requirement.) MU 103. THE SYMPHONY 3 Western music from its beginnings through the six- Prerequisite: Diagnostic exam. B. Givan, D. Rohr Major symphonic works from Haydn, Mozart, and teenth century. Prerequisite: MU152 or MU242 or Beethoven to Brahms, Mahler, and composers of the consent of instructor. T. Denny, D. Rohr MU 242. MATERIALS AND STRUCTURES II 4 twentieth century. (Fulfills humanities requirement.) The second semester of theory will continue with the The Department MU 315. MUSIC IN THE BAROQUE AND PRE- addition of chromatic harmony and the literature, CLASSICAL ERAS 3 style, forms, and compositional procedures associat- MU 106. GREAT COMPOSERS† 3 A survey of major compositional genres and stylistic ed with these expanded harmonic techniques, which A course focused on the music of one or two great trends in Western music from about 1600 to 1750. appear in Western art music from the 18th to at least composers. Recent offerings have included Mozart, Prerequisite: MU152 or MU242 or consent of instruc- the early 20th centuries, and jazz. Topics will include Bach, Debussy and Ravel, and Schubert. (Fulfills tor. T. Denny, C. Joseph chromatic chords, the resurgence of linear contrapun- humanities requirement.) T. Denny tal processes, modulation, and techniques that MU 316. MUSIC IN THE CLASSICAL AND pushed to and beyond the limits of tonal harmony, such as expanded tertian chords, linear chromati- MU 205. SPECIAL STUDIES IN MUSIC ROMANTIC ERAS 3 cism, and finally the symmetrical scales and interval LITERATURE† 3 A survey of the major compositional genres and sty- patterns associated with the dissolution of functional The Department listic trends in Western music from 1750 to 1900. Prerequisite: MU152 or MU242 or consent of instruc- tonality. Prerequisite: MU152 or MU241. B. Givan, D. Rohr MU 208W. MUSIC AND CULTURE 4 tor. T. Denny An intercultural introduction to music as culture. MU 243. MATERIALS AND STRUCTURES III 4 Topics include voice types, instrument categoriza- MU 317. MUSIC IN THE TWENTIETH This semester will introduce students to the compositions, pitch and time systems, musical structure, tran- CENTURY 3 tional and analytical procedures of the 20th and 21st scription/notation, and ethnography. Prerequisite: Beginning with the major composers of the turn of the centuries. Topics will include the set-theoretical MU151 or MU241 (or current enrollment in MU151 or century, such as Debussy, Mahler, and Ives, the experiments of the atonal period, the 12-tone serial- MU241) or permission of instructor. (Fulfills humani- course examines the important trends before 1950: ism of the mid-20th century, and the wide variety of ties requirement; meets expository writing require- impressionism, neoclassicism, and twelve-tone tech- influences (folk music, non-Western musics, jazz, and ment for students who placed at EN105 level or who nique; also more recent developments in electronic, popular musics, as well as ongoing points of influ- have completed EN103.) G. Thompson serial and “theater” music. Prerequisite: MU152 or MU242 or consent of instructor. C. Joseph ence and connection from the harmony and counterpoint of Western art music) adopted by composers MU 220. BRITISH ROCK AND POPULAR MUSIC during these years. Students will develop systematic, IN THE 1960S 3 MU 319. TOPICS IN MUSICOLOGY† 3 Selected topics and issues in musicology, to be critical approaches to the range of contemporary An introduction to the musicians and musical styles of musical styles and possibilities as they choose their British rock and roll and pop music in the 1960s. announced when offered. Prerequisite: Consent of instructor. The Department own musical pathways. Prerequisite: MU242 or Subjects will include the antecedents of British rock, MU251. B. Givan, D. Rohr the social contexts in which it flourished, and the evolution of the musical styles and forms in this milieu. MU 320. POPULAR MUSIC IN THE AGE OF MU 255. MUSIC TECHNOLOGY I: (Fulfills humanities requirement.) G. Thompson ROCK AND ROLL 3 A selective survey and analysis of the musical forms, INTRODUCTION TO ELECTRONIC styles, and figures associated with rock and roll in the MUSIC, COMPOSITION, AND MU 304. AMERICAN MUSIC 3 RECORDING STUDIO TECHNIQUES 3 A survey of American music from its beginnings to its 1950s and 1960s. Included is a discussion of the musical antetypes of rock and the impact and import Introduction to basic music technology, electronic contemporary developments; includes study of the music, and professional recording studio techniques influence of folk music, jazz, and rock upon the main- of sociocultural and technological change on the popular music of this era. Class involves extensive listen- and equipment. Study of elementary acoustics, MIDI, stream of American musical life. (Fulfills humanities synthesizers, microphones, analog and digital multi- requirement.) C. Joseph ing assignments, musical analyses, and essays. Prerequisite: MU101, equivalent knowledge of music track recording, sound mixing, and processing. Introduction to works in various styles by established MU 306. HISTORY OF JAZZ IN AMERICA 3 notation and theory, or permission of instructor. G. Thompson electronic composers. Weekly studio/lab work. A study of the evolution of jazz in America from its Prerequisites: ability to read music and QR1. (Fulfills roots in various types of black folk music to its even- QR2 requirement.) Studio fee: $50. A. Holland tual emergence as an eclectic, contemporary art THEORY-COMPOSITION form. Special emphasis will be placed on the sociological implications of jazz as a genre of serious MU 101. RUDIMENTS OF MUSIC 3 black music. Some consideration may be given to An introduction to musical notation, sightsinging and gospel, soul, and rock music, all of which are close ear training, and rudimentary concepts of music theo- relatives of jazz. Prerequisite: MU101, equivalent ry. Mastery of this material is a prerequisite to further knowledge of music notation and theory, or permis- study in music theory (MU151 or MU241), some sion of instructor. T. Denny areas of performance, and other courses. Open to students with no prior musical experience. (Fulfills humanities requirement.) The Department

134 MU 353. MUSIC TECHNOLOGY II: ADVANCED MU 363. SENIOR SEMINAR 4 MP 181, 182, 183, 184, 185, 186, 187, 188. ELECTRONIC MUSIC, COMPOSITION, Offered in the fall semester. Advanced group study of CLASS STUDY OF VOICE 1, 1 AND RECORDING STUDIO a topic with individuals progressing through the Use of the singing voice. Study and application of the TECHNIQUES 3 stages of writing a research paper. Common discus- principles and techniques of singing: breathing, tone Development of original compositions using sion of individual projects emphasizes research as a production, resonance and diction, pronunciation, advanced studio techniques. Areas of study include process of shared inquiry. Students practice research articulation, intonation, attack of tone, legato and advanced MIDI projects, computer algorithms for methods, present work in progress, and complete a sostenuto, flexibility, dynamics, and phrasing. composition and sound synthesis, synthesizer pro- substantial paper, which may serve as the foundation Repertory chosen to illustrate different stylistic peri- gramming, audio (SMPTE)and video (VITC) time for a senior project or thesis. ods. Students participate in a recital at the end of the code synchronization, digital sampling, digital multi- semester. (MP181 and 182 fulfill arts requirement.) track recording, automated digital mixing, digital mas- MU 371, 372. INDEPENDENT STUDY† 3, 3 N. Davidsen tering for compact disk, and audio for video. Study of An opportunity for qualified students to pursue inde- works in various styles by established electronic com- pendent study, under the supervision of a member of MP 191. CLASS STUDY OF PIANO 2 posers. Weekly studio/lab work. Prerequisite: MU255 the department, in any field of music. Prerequisite: For students with no special background in music or or permission of instructor. Studio fee: $50. Consent of the instructor and approval of the depart- piano. Emphasis is on reading skills and develop- A. Holland ment. The Department ment of keyboard technique. Fundamental concepts of music theory (rhythm, intervals, scales, chords, MU 354. ANALYSIS OF TONAL MUSIC 3 MU 373. SENIOR THESIS 3 keys) will be included. (Fulfills arts requirement.) Development of analytical techniques relevant to Independent study and research culminating in an Non-liberal arts. C. A. Elze music of the tonal era. Prerequisite: MU252 or con- extensive paper and an oral symposium presentation. sent of instructor. C. Joseph, D. Rohr Thesis proposal must be submitted for departmental MP 193. CLASS STUDY OF GUITAR 2 approval by November 15 of the senior year. For those with little or no guitar experience, this MU 355. ORCHESTRATION 3 Prerequisite: MU363. The Department course is designed to prepare the student for private Study of the capabilities of orchestral instruments and lessons. The course covers all aspects of guitar tech- ways they may be combined. Detailed examination of MU 374. SENIOR COMPOSITION PROJECT 3 nique including scales, arpeggios, chords, and right scores. Orchestration projects. Prerequisite: MU252 Independent creative project culminating in one or hand styles. Musicianship skills including note and or consent of instructor. A. Holland more compositions and an oral symposium presenta- rhythm reading will be stressed. Each student must tion (with performance, if possible). Project proposal provide her or his own acoustic guitar.(Fulfills arts MU 356. TONAL COUNTERPOINT 3 must be submitted for departmental approval by requirement.) Non-liberal arts. J. Brown Study of the contrapuntal style of J. S. Bach and his November 15 of the senior year. Prerequisite: contemporaries. Analysis and writing of inventions, MU363. Non-liberal arts. The Department MP 195. CLASS STUDY OF JAZZ PIANO 2 chorale preludes, and fugues. Prerequisite: MU243 or Study of jazz piano voicings, scales, and modes for MU252 or consent of instructor. C. Joseph, D. Rohr MP 375. SENIOR RECITAL 3 improvisation. Left-hand chording patterns, harmonic Independent study and musical preparation culminat- structures, and accompanying scales will be empha- MU 357, 358. COMPOSITION 3, 3 ing in a public recital, a written discussion of the sized. Other areas of study will include diatonic and Writing in smaller forms for various media. repertoire performed, and an oral symposium presen- chromatic voice leading, phrasing and solo develop- Prerequisite: MU243 or MU252 or consent of instruc- tation regarding some aspect of the recital. Includes ment, functional harmony, bass lines, and solo jazz tor. A. Holland weekly one-hour lessons. Approval for presenting piano technique. Class will read selected jazz charts senior recitals is determined by audition, normally and listen to and analyze contemporary and historical MU 359, 360. ADVANCED COMPOSITION 3, 3 held in the semester preceding the recital before the jazz pianists. (Fulfills arts requirement.) Non-liberal Continuation of MU357, 358 including writing in larger department faculty. Students may not enroll concur- arts. J. Nazarenko forms. Prerequisite: MU357, 358 or consent of rently for MP Private Instruction. Prerequisite: instructor. A. Holland MU363, may be taken concurrently Lesson fee: $600. MP 197. KEYBOARD SKILLS 1 Non-liberal arts. Application of fundamental theoretical concepts at the MU 361. TOPICS IN RECORDING ENGINEERING keyboard. Functional skills to include control of sim- AND COMPUTER MUSIC MU 376. SENIOR PROJECT IN MUSIC ple diatonic and chromatic chordal harmony, inde- TECHNOLOGY† 3 TECHNOLOGY 3 pendent voicing, modal and scalar patterns, elemen- The study and practical application of advanced Independent project culminating in a substantial prod- tary transposition, and sight-reading. Course materi- music technology topics chosen at the discretion of uct in an appropriate medium and format, and an oral als are keyed to concepts covered in MU151 or 241 the instructor. Topics may include advanced MIDI symposium presentation. Project proposal must be and MU152 or 242. Successful completion of MP197 applications; recording engineering, production, and submitted to the chair for departmental approval by will satisfy the department’s keyboard proficiency marketing; digital synthesis, recording, and editing; November 15 of the senior year. Prerequisite: requirement for all music majors. Prerequisite: intelligent synchronization; programming languages MU363. Non-liberal arts. The Department MU151 or MU241 or permission of instructor. for synthesis and studies in psychoacoustics. Course P. Baytelman may be repeated for credit with the permission of the MU 399. PROFESSIONAL INTERNSHIP IN department. Prerequisites: MU255, 353. Studio fee: MUSIC 3, 6, 9 MP 198. CLASS STUDY OF INSTRUMENTAL $50. Non-liberal arts. A. Holland Professional experience at an advanced level for jun- PERFORMANCE 1 iors and seniors with substantial academic and cocur- Group instruction in instrumental performance areas, SEMINARS AND INDEPENDENT PROJECTS ricular experience in the major field. With faculty including jazz improvisation, not covered by sponsorship and department approval, students may MP181–188 or 191–197. To be announced when offered. Permission of instructor required. (Fulfills arts MU 299. PROFESSIONAL INTERNSHIP IN extend their educational experience into such areas requirement.) MUSIC† 3 as arts administration, recording, and archival work. Internship opportunity for students whose curricular Prerequisite: Previous study related to the area of the foundations and cocurricular experience have pre- internship experience. Permission of the supervising MP 281, 381. PRIVATE MUSICAL pared them for professional work related to the major faculty member and approval by the department. INSTRUCTION 2, 2 field. With faculty sponsorship and department Non-liberal arts. Individual forty-five-minute weekly instruction in voice, approval, students may extend their educational piano, harpsichord, organ, fortepiano, guitar, orches- experience into such areas as arts administration, PERFORMANCE tral instruments, sitar, tabla, and jazz improvisation. recording, and archival work. Prerequisite: Prospective students accepted by audition/interview. Permission of the supervising faculty member and MP 179. BEGINNING WEST AFRICAN (Fulfills arts requirement.) The fee for forty-five- approval by the department. Non-liberal arts. DRUMMING 2 minute private instruction is $450 per course. This class study of instrumental performance covers MU 344, 345. TOPICS SEMINAR† 3-4 hand drumming techniques, bell and shaker patterns, Specialized studies in topics to be announced each development of specific Ghanaian polyrhythms, and semester. Primarily for juniors and qualified sopho- the cultural context from which this music arises. mores. Prerequisite: MU242 or permission of instruc- Limited to twenty-five students. (Fulfills arts require- tor. (MU345N is designated a non-Western course.) ment.) Fee: $55. Y. Addy The Department †This course may be repeated for credit at the discretion of the department. 135 MP 281X, 381X. PRIVATE MUSICAL Neuroscience THE NEUROSCIENCE MAJOR: To fulfill the INSTRUCTION 2, 2 major, students must complete the following: Individual sixty-minute weekly instruction in voice, Acting director of the Neuroscience Program: piano, harpsichord, organ, fortepiano, guitar, orches- 1. Gateway course: NS101 (Neuroscience: tral instruments, sitar, tabla, and jazz improvisation. Roy Meyers At least one semester of sixty-minute lessons is Mind and Behavior) required for any student preparing a full recital. Affiliated Faculty: Prospective students accepted by audition/interview. 2. Core courses: (Fulfills arts requirement.) The fee for sixty-minute pri- Biology: David Domozych, Corey Freeman- vate instruction is $600 per course. Gallant, †Roy Meyers, Bernard Possidente, BI105 Biological Sciences I: Unity of Life; BI106 Biological Sciences II: Unity of Life; Monica Raveret-Richter, †Eric Rutledge MP 385. CONDUCTING 3 CH105 Chemical Principles I; Basic techniques of orchestral and choral conducting. CH106 Chemical Principles II; Prerequisite: MU152 or MU242. A. Holland Psychology: †Denise Evert, Hugh Foley, Mary PS217 Statistical Methods in Psychology I** Ann Foley, Greg Goodwin, †Hassan Lopez, PS304 Physiological Psychology or SKIDMORE ENSEMBLES Flip Phillips PS306 Experimental Psychology***

MP 273. OPERA/MUSICAL THEATER †Neuroscience Steering Committee 3. Integrative course: NS277 (Integrative WORKSHOP† 1 Seminar in Neuroscience Research) A course/performing ensemble designed to equip Neuroscience is the scientific community’s singers with acting and movement skills for the stage. effort to understand the mechanisms that give 4. Elective courses: Choose three courses Classes and rehearsals will culminate in public per- rise to thoughts, motives, and behavior. The from the following set of 200-level electives. formance of scenes or complete works from the central mechanism of behavior is the brain, Two of these electives must have a BI des- opera/musical theater repertoire. Open by audition and exploring it is a fascinating odyssey in nat- ignation, and one must have a PS designa- and interview only. (Fulfills arts requirement.) Non-lib- ural science. Neuroscientists investigate the tion. eral arts. A. Turner connections between events that occur at the subcellular level and the behavior of the whole MP 275, 276. SMALL JAZZ ENSEMBLE† 1,1 PS 213 Hormones and Behavior Jazz improvisation and performance in a small organism. Addressing the fundamental ques- PS 231 Neuropsychology** combo setting. Open by audition. (Fulfills arts require- tions of neuroscience requires the collabora- BI 242 Introduction to Molecular Cell Biology ment.) Non-liberal arts. J. Nazarenko tion of specialists in diverse fields. Thus, BI 244 Comparative Vertebrate Physiology although neuroscientists specialize in one par- BI 245 Principles of Genetics MP 277, 278. VOCAL CHAMBER ticular discipline, they need to be cognizant of ENSEMBLE† 1,1 many related areas. The neuroscience major Choose four courses from the following set of A select ensemble, drawn from members of the is cross-disciplinary and taught primarily by 300-level electives. At least two of these elec- Skidmore College Chorus, performing a wide range professors in the biology and psychology tives must have a PS designation, and at least of repertoire from all periods, including madrigals, departments; however, students desiring to do one elective must have a BI designation. part-songs, choral works, and operatic ensembles. Limited to twenty singers; open by audition only. advanced work may choose to work with faculty from a wide variety of departments. This BI 306 Mammalian Physiology BI 311 Biological Electron Microscopy MP 279, 280. WEST AFRICAN DRUM major is well-suited for students who wish to BI 316 Animal Behavior ENSEMBLE† 1,1 pursue a career in research as well as in a BI 323 Developmental Biology An ensemble devoted to the performance of tradition- variety of health-related fields. BI 342 Frontiers in Molecular Neuroscience al drum music from Ghana. Prerequisites: MP179. BI 344 Biological Clocks (Fulfills arts requirement.) Fee: $50. Non-liberal arts. As neuroscience majors, students will engage BI 349 Neuroendocrinology Y. Addy in broadly based study of the nervous system. BI 352/353 Topics in Advanced Genetics (when topic This study will be multidisciplinary, integrating is appropriate for NS majors) MP 285, 286. SKIDMORE GUITAR the perspectives of biology, psychology, and PS 304 Physiological Psychology*** ENSEMBLE† 1, 1 PS 306 Experimental Psychology** An ensemble devoted to the performance of classical related sciences. Students will develop a foun- PS 324 Cognition guitar music in combination with other instruments dation in concepts, issues, discoveries and PS 325 Perception and voice. Open by audition only. (Fulfills arts methodological approaches to the interdiscipli- PS 327 Computational Neuroscience requirement.) Non-liberal arts. J. Brown nary endeavor of neuroscience. Students will PS 341 Seminar in Cognitive Neuroscience: Left discover how approaches from various neuro- Brain/Right Brain MP 287, 288. SKIDMORE CHORUS† 1, 1 science subdisciplines complement one anoth- A large ensemble open to men and women singers. er and how the findings can be integrated to **The prerequisite of PS101 Introduction to General Annual tours and invitational concerts provide oppor- provide a more global understanding of the Psychology is waived for neuroscience majors taking these courses. tunities to sing major choral works with other colleges functioning of the nervous system. Students and universities. (Fulfills arts requirement.) Non-liberal arts. will gather, analyze and interpret scientific data ***Unless taken to fulfill the core requirement; see and summarize and communicate empirical Section 2 above. MP 289, 290. SKIDMORE ORCHESTRA† 1, 1 results; this process will enhance their familiar- One three-hour rehearsal per week. Open by audi- ity and facility with scientific methodology. With the exception of NS277, none of the reg- tion. (Fulfills arts requirement.) A. Holland Students will develop their verbal, quantitative ular courses that count toward the major may and writing skills. Students will focus in a sub- be taken on a satisfactory/unsatisfactory basis. MP 293, 294. SKIDMORE JAZZ field of neuroscience and may conduct ENSEMBLE† 1, 1 research with faculty members. Students will HONORS: Successful completion of two tutori- One two-hour rehearsal per week. Open by audition. gain experience in integrating and synthesizing al projects (PS375 and 376, or two semesters (Fulfills arts requirement.) M. Vinci data, develop a broad background in the sci- of BI375) are required for consideration for ences and humanities, and acquire skills Honors. MP 297, 298. CHAMBER MUSIC† 1, 1 Qualified students in piano, harpsichord, strings and adaptable to a wide variety of areas and inter- woodwinds may participate in smaller ensembles: ests. The major will prepare students for trios, quartets, quintets, etc. Open by audition. career paths that include graduate school, the (Fulfills arts requirement.) health professions, research and clinical work. M. Emery, G.M. Green, J. Vinci

136 Recommendations and Advice PATH 2: A Cellular/Molecular Focus Neuroscience Curriculum

Tutorial project: Students are strongly Within major: Consider electives from the NS 101. NEUROSCIENCE: MIND AND encouraged to undertake one-credit biology courses (e.g., BI242 Introduction to BEHAVIOR 4 Introduction to Neuroscience Research Molecular Cell Biology, BI245 Principles of An interdisciplinary examination of the neurobiologi- (NS275) and a tutorial project (PS375, 376, Genetics, BI349 Neuroendocrinology, and cal bases of behavior and mental processing. Topics include the structure and functioning of the nervous BI375) prior to completion of the Neuroscience BI342 Frontiers in Molecular Neuroscience.) system, brain-behavior relationships, and hormonal major. Those students who plan on completing and genetic effects on behavior and mental process- a senior tutorial project should consider taking Beyond major: Additional electives from ing. Laboratories develop students’ understanding of the one-credit research experience during their Biology (BI360 Chromatin Structure, functional neuroanatomy, neural transmission, and junior year, which allows students to explore Maintenance and Function, BI363 mRNA human psychophysiology. (Fulfills natural sciences particular areas of research introduced in Synthesis, Processing and Turnover) and breadth requirement). D. Evert, H. Lopez, R. Meyers NS101 or 277. This additional experience will Chemistry (CH221 Organic Chemistry I, help students to make more informed deci- CH222 Organic Chemistry II, and CH341 NS 275. INTRODUCTION TO NEUROSCIENCE sions about the particular area of research Biochemistry). RESEARCH 1 An introductory exploration of conducting research in they are most interested in pursuing for a sen- neuroscience. The purpose of this learning experi- ior tutorial project. PATH 3: A Cognitive Neuroscience Focus ence is to provide students with an interactive research experience in the laboratory or field, in coor- Advice on Choosing Electives: Students’ Within major: Consider electives from the dination with a faculty member. Students may be choices of electives (both within and beyond cognitive neuroscience courses (PS231 exposed to, and participate in, several aspects of the the requirements specified by the Neuropsychology, PS324 Cognition, PS325 research process, including planning, designing, and Neuroscience Major) may be guided by inter- Perception, and PS341 Seminar in Cognitive implementing the research, as well as in data analy- ests as well as professional goals. For exam- Neuroscience: Left Brain/Right Brain), and sis and interpretation of the results. This experience will allow students at various stages of their careers ple, in the Core course Chemical Principles I BI245 Principles of Genetics or BI316 Animal to sample research questions/methodologies in par- and II (CH105/106), students are introduced to Behavior. ticular subdisciplines of neuroscience, and will fundamental concepts of chemistry that are enhance the student’s ability for more independent necessary for understanding basic mecha- Beyond major: Additional electives from such work. Prerequisites: Completion of NS101 and per- nisms in the neurosciences; students wishing areas as philosophy. mission of instructor. Must be taken S/U. This course to deepen this understanding are encouraged can be repeated for credit up to five credits. to take additional courses in Chemistry, includ- PATH 4: A Cognitive Science Focus ing Organic Chemistry and Biochemistry. NS 277. INTEGRATIVE SEMINAR IN Examples of Projected Paths through the Within major: Consider electives from the NEUROSCIENCE RESEARCH 1 A study of selected areas of neuroscience research and Major are intended as illustrations of groupings cognitive neuroscience courses (PS231 techniques. Both primary source articles and first-per- of electives informed by different kinds of inter- Neuropsychology, PS324 Cognition, PS325 son accounts by faculty in the biology and psychology ests and goals. For each illustration, sugges- Perception, PS327 Computational departments are used to introduce the theoretical and tions are offered for electives within and Neuroscience, and PS341 Seminar in practical aspects of neuroscience research. Emphasis beyond the major. Cognitive Neuroscience: Left Brain/Right will be placed on understanding the multiple levels (e.g. Brain). molecular to behavioral) at which research topics in neuroscience can be addressed and also the ways in PROJECTED PATHS THROUGH THE MAJOR Beyond major: Consider electives from com- which research techniques define the types of questions that can be asked at a given level of analysis. puter science (CS103 Structured Programming Prerequisites: This course should be taken upon com- PATH 1: A Biobehavioral Focus in Basic, CS106 Introduction to Computer pletion of NS101 and the completion of (or current Science I, CS206 Introduction to Computer enrollment in) at least one other core or elective course Within major: Consider electives from the Science II), mathematics (MC306 Theory of from the list of courses in the major. Must be taken S/U. biology courses (e.g., BI245 Principles of Computation), anthropology, philosophy, and Genetics, BI306 Mammalian Physiology, BI316 psychology (PS323 Psycholinguistics, or inter- BI 105 Biological Sciences I: Unity and Diversity Animal Behavior, or BI342 Frontiers in disciplinary courses on cognitive processes. of Life Molecular Neuroscience, BI349 BI 106 Biological Sciences II: Diversity of Life Neuroendocrinology), and PS213 Hormones PATH 5: An Applied Focus CH 105 Chemical Principles I CH 106 Chemical Principles II and Behavior, PS304 Psysiological PS 213 Hormones and Behavior Psychology, or PS306 Experimental Within major: Distribute electives equally in PS 217 Statistical Methods in Psychology I Psychology. biology and psychology. PS 231 Neuropsychology BI 242 Introduction to Molecular Cell Biology Beyond major: Additional electives from such Beyond major: Consider electives from psy- BI 244 Comparative Vertebrate Physiology areas as philosophy, ethics, chemistry, and chology (PS315 Clinical Psychology and 326 BI 245 Principles of Genetics biology (BI302 Behavioral Ecology and BI370 Health Psychology), sociology or social work. PS 304 Physiological Psychology Computer Modeling of Biological Systems). BI 306 Mammalian Physiology PS 306 Experimental Psychology Note: Those students interested in pre-med BI 311 Biological Electron Microscopy and other health professions should consult BI 316 Animal Behavior with the Health Professions Advisory BI 323 Developmental Biology Committee for guidance in selecting options. PS 324 Cognition PS 325 Perception PS 327 Computational Neuroscience PS 341 Seminar in Cognitive Neuroscience: Left Brain/Right Brain BI 342 Frontiers in Molecular Neuroscience BI 344 Biological Clocks BI 349 Neuroendocrinology BI 352, 353 Topics in Advanced Genetics BI 375 Research in Biology PS 375 Senior Research Project I PS 376 Senior Research Project II 137 Philosophy THE PHILOSOPHY MAJOR: Minimal require- PH 203. HISTORY OF PHILOSOPHY: GREEK ments for a major in philosophy are the gener- PHILOSOPHY 3 A basic grounding in the history of Western philoso- Chair of the Department of Philosophy and al College requirements, plus nine courses in philosophy, including PH203, 204, 207, 329, phy through reading and discussion of selected Religion: Francisco Gonzalez works of Plato and Aristotle. (Fulfills humanities and 375. Three of the remaining four courses requirement.) F. Gonzalez Professor: Reginald Lilly must be chosen from 300-level philosophy offerings (PH or PR). At least five of the total PH 204. HISTORY OF PHILOSOPHY: EARLY Associate Professors: Joel R. Smith, Francisco courses for the major must be at the 300 level, MODERN 3 Gonzalez with at least two at the 300 level taken in the A study of the ideological foundations of the modern senior year. Courses must total at least thirty world as developed in the period from the credit hours. Renaissance through Kant. Discussion will concen- Assistant Professors: William Lewis, Michael trate on metaphysics and epistemology, covering Rohlf INTERDEPARTMENTAL MAJORS: In conjunc- such topics as the debates between dualism and materialism and between rationalism and empiricism. The earliest endeavors of the Western intellec- tion with the relevant departments, the Will include readings from such philosophers as tual tradition were concerned with understand- Department of Philosophy and Religion offers Hobbes, Descartes, Spinoza, Leibniz, Locke, ing nature, understanding the human majors in biology-philosophy, economics-phi- Berkeley, Hume, and Kant. (Fulfills humanities encounter with the divine, understanding losophy, English-philosophy, government-phi- requirement.) M. Rohlf human nature, and understanding the who- losophy, and history-philosophy. See lethe cosmos within which each of these Interdepartmental Majors. PH 207. LOGIC 4 A study of the principles and methods of modern encounters occurred. Accordingly, philosophy logic for determining the validity and invalidity of and religion were among the central concerns HONORS: Majors are encouraged to write a thesis in the second semester of their senior arguments and a discussion of the philosophical of intellectual life, and indeed the first acade- basis and use of those principles. (Fulfills QR2 my was a philosophical institution that brought year. A grade of A- or better on such a thesis requirement.) The Department these endeavors under one “roof.” Thus the is required for departmental honors. Department of Philosophy and Religion PH 210. AESTHETICS 3 harkens to a mission that quite literally was at Courses in religion are offered in the A study of the aesthetic dimension of life in relation to the historical origin of the academy (indeed, of Department of Philosophy and Religion as the artist, the art object, the audience, and human Western civilization) and proves, no less today electives for the entire student body and may experience in general. Several important and diverse count toward a major in religious studies but theories of the aesthetic will be analyzed, discussed, than 2,500 years ago, to be an animating prin- and used in examining examples of art. Prerequisite: ciple of intellectual life and culture. Today this may not be counted toward a philosophy major. one course in philosophy, or a course in one of the traditional mission has been broadened to arts, or permission of the instructor. (Fulfills humani- include philosophy and religion as they have ties requirement.) R. Lilly developed in East Asia and South Asia. THE PHILOSOPHY MINOR: Requirements for a minor in philosophy are PH203 and 204, PH 211. ETHICS 3 Given this broad mission and the inherent diffi- plus three additional courses in philosophy at A critical examination of the nature and principles of culty of accomplishing it, we see the following least two of which must be at the 300 level. some of the major ethical theories proposed in the objectives as crucial: the development of critical, The philosphy minor must total at least eight- history of Western thought. Theories studied may een credit hours. include virtue ethics, natural law, deontological ethics, analytical habits of mind in our students through social contract, and utilitarianism. The course may the close reading of major works in the history of also include some consideration of the application of philosophical and religious thought and contem- PH 104. SURVEY OF PHILOSOPHICAL THOUGHT 3 the theories studied to selected contemporary moral porary reflections upon them; the development An historical and topical survey, this course will intro- issues. Offered alternate years. The Department of communicative skillsboth oral and writtenthat duce the student to the discipline of philosophy produce the self-confidence to engage in sus- through the close reading of representative texts, PH 215. BUDDHIST PHILOSOPHY 3 tained examination of difficult ideas, through both historical and contemporary. Through analysis of An introduction to selected themes, schools, and classroom engagement in discussion and exten- the texts, through discussion, and through lecture, thinkers of the Buddhist philosophical tradition in sive writing assignments, whether through essay the student will gain an understanding of philosophy India, Tibet, China, and Japan. Buddhist metaphysics both as a unique discipline and as a way of asking and ethics are examined with reference to the nature examinations, response papers, journals, term of reality and the person, causality and action, wis- papers, extensive research papers, or senior and attempting to answer the most profound questions about ourselves and our world that we may dom and compassion, emptiness and nihilism. theses; the development of a sense of context— pose. Open to first- and second-year students or by Comparisons are made to Western philosophers, historical and conceptual—that saves critical permission of instructor. Students are recommended especially regarding the Buddhist critique of sub- analysis from becoming historically irrelevant or to take either PH 104 or PH 105, but not both. stance and the Buddhist ideal of compassionate idle logic-chopping, through the requirement that (Fulfills humanities requirement.) The Department openness to the world. Offered alternate years. all courses be grounded in and make ready ref- (Designated a non-Western culture course.) J. Smith erence to the historical intellectual concerns of PH 105. THE PRACTICE OF PHILOSOPHY: the two disciplines; the development of the ISSUES AND METHODS 4 PH 225. ENVIRONMENTAL PHILOSOPHY 3 An introductory but intensive engagement with some An introduction to philosophical questions regarding capacity to synthesize ideas and to create new the relation of humans to the environment. This wholes in response to new (and/or renewed) of the basic questions of philosophy such as: the nature of the self and one’s relations to others, the course explores both foundational issues such as our intellectual concerns through assignments that value and meaning of existence, the status and understanding of nature and value as well as specific engage students where they are in their own extent of knowledge, and the nature of reality. problems in environmental ethics such as animal lives, while recognizing that this entails sharing Emphasis is placed on the understanding and discus- rights, duty to future generations, and the justification the responsibility for the choice of those assign- sion of classical and contemporary philosophic texts of public policy. In addition to these explorations, stu- ments with the students themselves as epito- as well as on the development of the critical and ana- dents will have the opportunity to apply the knowl- mized in the Senior Thesis course; and the lytic skills necessary to begin formulating responses edge gained in this class by developing an environ- to philosophic questions on one’s own. Open to first- mental ethics embodied by the institutions and prac- development in each student of a critical appre- tices that surround us. (Fulfills humanities require- ciation of her or his own intellectual growth and second-year students or by permission of instructor. Not open to students who have successful- ment.) W. Lewis through the building of a portfolio of essays and ly completed PH 104. (Fulfills humanities require- term and research papers written under the ment.) The Department PH 230. TOPICS IN PHILOSOPHY 3 direction of the department faculty and accumu- The study of a selected topic in philosophy. Course lated from the moment of declaration of the may be repeated with permission of the department. major through the senior capstone experience. (Fulfills humanities requirement.) The Department

138 PH 304. SOCIAL-POLITICAL PHILOSOPHY 4 PR 325. JAPANESE BUDDHISM 4 PH 341. PHILOSOPHY OF LITERATURE 4 A study of the nature of political community and of A study of selected classical and contemporary This seminar examines philosophies of literature and social institutions. Topics to be discussed include the thinkers who see philosophy as intertwined with reli- literary criticism. Various schools of thought, including nature and purposes of political community, the rela- gious praxis. Emphasis will be on Buddhist thinkers phenomenology, hermeneutics, structuralism, decon- tion of ethics to political life and social institutions, the such as Kukai, Dogen, Shinran, and Nishitani. struction, and psychoanalysis, may be examined par- notions of equality, liberty, power, and justice, and the Prerequisite: one course in philosophy or religion or ticularly closely, as well as some of the founding nature of rights. Prerequisite: one course in philoso- permission of instructor. Offered alternate years. philosophical texts in literary theory. There may also phy or permission of instructor. Offered alternate (Designated a non-Western culture course.) J. Smith be a study of selected literary texts. (The Philosophy years. The Department and Religion Department will accept EN361 as the PR 326. TIBETAN BUDDHISM 4 equivalent of PH341.) Prerequisite: one course in phi- PH 306. NINETEENTH-CENTURY A study of selected classical and contemporary losophy or permission of instructor. R. Lilly PHILOSOPHY 4 Tibetan thinkers who see philosophy as intertwined An examination of major figures in 19th Century with religious praxis. The course focuses on the Vaj- PH 371, 372. INDEPENDENT STUDY 3, 3 Philosophy such as G. W. F. Hegel, Schopenhauer, rayana form of Mahayana Buddhism that is the cen- A reading course in an area or a philosopher not Marx, Kierkegaard, Nietzsche, Comte, Mill, Peirce, tral element in the culture of Tibet, as well as its available in this depth in other courses. Prerequisite: and Frege. Prerequisite: PH204 or permission of Mahayana Buddhist background in India. Emphasis is permission of department. The Department instructor. The Department on the central ideas of wisdom, compassion, emptiness, dependent arising, and the two truths in such PH 375. SENIOR SEMINAR 4 PH 307. TWENTIETH-CENTURY thinkers as the Prajhaparamita, Nagarjuna, A close study of comparative overviews of the sever- PHILOSOPHY 4 Candrakirti, and the Dalai Lama. Prerequisite: one ally different modes, methods, and systems of philos- An examination of a selected number of twentieth- course in philosophy or religion or permission of ophy possible. Offered each spring. The Department century philosophers such as Adorno, Ayer, instructor. Offered alternate years. (Designated a Davidson, Dewey, Foucault, Heidegger, Husserl, non-Western culture course.) J. Smith PH 376. SENIOR THESIS 3 Merleau-Ponty, Quine, and Wittgenstein. Individual conferences with senior majors in the Prerequisite: PH204 or permission of instructor. PH 327. GREAT PHILOSOPHERS 4 areas of their research projects. The Department The Department A course in depth in the philosophy of a single great philosopher: PH 308. AMERICAN PHILOSOPHY 4 An exploration of America’s indigenous philosophical A. Plato N. Sartre tradition, this course seeks to understand how vari- B. Aristotle O. William James ous native thinkers have sought to develop modes of C. Aquinas P. Wittgenstein thought that both supersede and improve upon D. Descartes Q. Merleau-Ponty European models and which are adequate to the E. Locke R. Nietzsche American experience in its diversity, originality, and F. Hume S. Spinoza totality. Starting with Ralph Waldo Emerson and con- H. Hegel T. Leibniz tinuing with such philosophers as C.S. Peirce, I. Marx U. Shankara William James, John Dewey, Oliver Wendell Holmes, J. Kierkegaard V. Nargarjuna Alain Leroy Locke, and Susanne Langer, this course K. Whitehead W. Nishitani will examine a history of such attempts, their philo- L. Heidegger X. Levinas sophical methods, and their conclusions. In addition M. Dewey Y. Husserl to gaining an understanding of various American philosophers’ independent contributions to the disci- Course may be repeated with a different philosopher. pline and their relationship to the Western philosophi- Prerequisite: PH203 or permission of instructor. cal tradition, this course will situate American philoso- The Department phy within the post-Civil War cultural and scientific context which gave rise to that most characteristic of PH 328. METAPHYSICS 4 American philosophies: pragmatism. (Fulfills humani- A study of the most fundamental concepts of being ties requirement.) Prerequisite: PH204 or permission as developed in several major philosophers from the of instructor. W. Lewis Greeks to the present. Discussion will focus on such topics as God, time, space, substance, essence, PH 311. EXISTENTIAL PHILOSOPHY 4 existence, process, causality, and value. Prerequisite: A study of the central concepts of existential philoso- PH204 or permission of instructor. phy as found in the writings of such thinkers as R. Lilly, F. Gonzalez Nietzsche, Heidegger, Sartre, Camus, and Marcel. Concepts such as freedom, facticity, dread, nothing- PH 329. SEMINAR IN KANT 4 ness, the absurd, being-for-itself, being-in-itself will A study of Immanuael Kant, the pivotal thinker of be examined. Prerequisite: PH204 or permission of modern Western philosophy. Kant offers a critique instructor. Offered alternate years. J. Smith and synthesis of the preceding rationalist (Descartes, Leibniz, Spinoza) and empiricist (Locke, Berkeley, PH 314. PHILOSOPHY OF LAW 3 Hume) traditions and sets the agenda for nineteenth- Analysis and discussion of various topics and and twentieth-century philosophers, all of whom approaches to the philosophy of law or jurisprudence. respond to his critique of theoretical and practical Readings may be chosen from classic philosophers reason in one way or another. Prerequisite: PH204 or as well as from modern legal positivists and realists. permission of instructor. M. Rohlf Prerequisite: junior or senior standing or permission of instructor. Offered alternate years. PH 330. ADVANCED TOPICS IN PHILOSOPHY 4 The Department The study of a selected topic in philosophy. Course may be repeated with a different topic. Prerequisite: PR 324. PHILOSOPHY OF RELIGION 4 one course in philosophy or permission of instructor. An investigation of the fundamental paradoxes of reli- The Department gious belief. Questions to be considered will include the arguments for the existence of God, the problem of suffering and evil, the nature of mystical knowledge, and the rise of modern religious skepticism. Prerequisite: one course in philosophy or religion or permission of instructor. Offered alternate years. J. Smith

139 Physical Activity R. Riding Physics PA101R Introduction to Riding I PHYSICAL ACTIVITY AND SPORT FOR ALL: PA102R Introduction to Riding II Chair of the Department of Physics: William Instructional classes focus on increasing the PA103R Position and Control I Standish level of skill in an activity, understanding the PA104R Position and Control II basic principles of movement involved, and PA105R Novice Equitation I Associate Professors: David Atkatz, William J. applying them in a particular situation. Courses PA106R Novice Equitation II Standish, Mary Crone Odekon are sectioned according to ability level. Each of these riding courses has the course before it Visiting Assistant Professor: Gerardo Classes meet for two hours a week. Seasonal (or permission of instructor) as a prerequisite. Rodriguez sports are limited to a six-week period. PHYSICAL ACTIVITY II Senior Teaching Associate: Jill A. Linz Riding activity courses carry an instructional A. Aquatics fee. Contact Cindy Ford, director of the Riding PA201A Intermediate Swimming THE PHYSICS MAJOR: Students majoring in Program, for current fees. PA202A Swim for Fitness physics are required to:

Athletics personnel and the Athletic Council B. Sports 1. Fulfill the general College requirements. work closely together to provide a well bal- PA201/202B Intermediate Tennis anced program of recreational and interest PA203/204B Intermediate Golf 2. Complete the following: group activities. The Athletic Council provides PA220B Intermediate Racquetball opportunities for all students to engage in PA221B Intermediate Squash a) a minimum of ten courses in physics PA222B Intermediate Handball competitive and recreational sport activities including PY207, 208, 210, 341, 345, within the College community. C. Conditioning (Includes Martial Arts) 346, 348, 373 or 374, and two additional PA201/202C Intermediate Jogging courses from among PY211, 212, 213, ACTIVITY COURSES: Courses are designat- PA210C Intermediate Aerobic Dance 351, 352 or 399. ed 100 level (beginning), 200 level (intermedi- PA211C Intermediate Self-paced Fitness b) MA111, 113, 200, 202, and 270. ate), 300 level (advanced). The department PA212C Intermediate Weight Training expects students to enroll for the appropriate PA213C Intermediate Rowing Students planning to pursue graduate work level based on their previous experiences and PA214C Marathon Training should also take a two-course sequence in another lab science. skills levels; the department reserves the right F. First Aid to make adjustments as needed. Unless PA201F First Aid and CPR (cardiopulmonary explicitly stated otherwise, physical activity resuscitation) For a physics major combined with an engi- courses may not be repeated for credit. They neering program, see Preparation for may be repeated as audits. With the exception R. Riding Professions: Engineering for additional require- of repeatable courses, students are allowed PA201R Intermediate Equitation I ments. one credit per level per activity toward gradua- PA202R Intermediate Equitation II tion. Riding courses carry prerequisites. PA203R Advanced Equitation I THE PHYSICS MINOR: Students minoring in PA204R Advanced Equitation II physics are required to complete six courses: Courses may be added or deleted as appropri- PA207R Schooling ate. Course series are half-credit offerings. PY207, 208, 210, and three elective courses in Non-liberal arts. PA106R is prerequisite for PA201R and PA201R is physics, two of which are at the 300 level. prerequisite for 202R, or permission of instructor for These electives must be approved by the stu- PHYSICAL ACTIVITY I both. PA203R-207R require permission of instructor. dent’s physics advisor before they can be PA207R may be repeated for credit. applied toward the minor. A. Aquatics PA101A Beginning Swimming PHYSICAL ACTIVITY III PY 103. ORIGINS OF CLASSICAL PHYSICS 4 Designed for the nonscience student. This course B. Sports A. Aquatics presents the development of physics up to the begin- PA101/102B Beginning Tennis PA302A Advanced Swim for Fitness ning of the twentieth century. Topics include gravity PA103/104B Beginning Golf PA304A Lifeguard Training and motion, matter and energy, sound and light. PA107/108B Indoor Soccer PA305A Water Safety Instructor Three hours of lecture, two hours of lab per week. PA109/110B Softball Prerequisite: QR1. (Fulfills QR2 and natural sciences PA111/112B Lacrosse B. Sports requirements.) The Department PA113/114B Flag Football PA301/302B Advanced Tennis PA115/116B Fly Fishing PA303/304B Advanced Golf PY 105. BREAKTHROUGHS IN MODERN PA120B Beginning Racquetball PA320B Advanced Racquetball PHYSICS 3 PA121B Beginning Squash PA321B Advanced Squash Designed for the nonscience student. This course PA122B Beginning Handball PA322B Advanced Handball presents the development of modern physics starting PA123B Volleyball from the beginning of the twentieth century. Topics PA124B Badminton C. Conditioning (includes Martial Arts) include atomic and nuclear physics, relativity, quan- PA125B Small-sided Soccer PA308C Power Lifting tum mechanics, and superconductivity. Prerequisite: PA126B Basketball PA309C Body Building QR1. (Fulfills QR2 requirement.) The Department PA127B Group Games R. Riding PY 106. BREAKTHROUGHS IN MODERN C. Conditioning (includes Martial Arts) PA301R Applied Schooling PHYSICS WITH LAB 4 PA101/102C Jogging PA303R Stable Management Designed for the nonscience student. This course PA110C Aerobic Dance Independent Study: presents the development of modern physics starting PA111C Self-paced Fitness PA304R Introduction to Teaching from the beginning of the twentieth century. Topics PA112C Beginning Weight Training PA305R Intermediate Teaching include atomic and nuclear physics, relativity, quan- PA113C Beginning Rowing PA306R Advanced Teaching tum mechanics, and superconductivity. Three hours PA114C Judo of lecture, two hours of lab per week. Prerequisite: PA115C Karate The 300-level riding courses require permission of QR1. (Fulfills QR2 and natural sciences require- PA116C Self Defense instructor. PA304R-306R are taught one-on-one. ments.) The Department PA301R may be repeated for credit.

140 PY 107. LIGHT AND COLOR 4 PY 210. FOUNDATIONS OF MODERN PY 341. ADVANCED THEORY AND METHODS This course traces the evolution of our understanding PHYSICS 4 IN PHYSICS RESEARCH 4 of light and color from the earliest recorded ideas to The significant historical discoveries leading to the A series of experiences involving the lab and mathe- the present. It will emphasize the crucial roles of development of atomic theory and quantum mechan- matical techniques used by practicing physicists. experimentation and mathematical modeling in the ics. Topics include discovery of the electron, black- Areas covered will include familiarization with infor- creation and refinement of the contemporary theory body radiation, the photoelectric and Compton mation resources, methods of measurement, data of light, and will give students the opportunity to effects, spectra, the Rutherford-Bohr atom, deBroglie recording and analysis, instrumentation and mathe- observe and to experiment with many of the impor- waves, and Schrödinger’s equation. Three hours of matical techniques in theoretical physics research. tant properties of light and color. The course will also lecture, two hours of lab per week. Prerequisite: Two hours of lecture, four hours of lab per week. give students a sense of the importance of light as a PY208 . The Department Prerequisite: PY210. D. Atkatz, G. Rodriguez technological tool in the modern world. Three hours of lecture, two hours of lab per week. This course PY 211. THERMAL AND STATISTICAL PY 345. MECHANICS 4 may not be applied toward the major in physics. PHYSICS 3 Classical mechanics at the advanced level. Emphasis (Fulfills natural sciences requirement.) W. Standish A study of thermodynamics, statistical mechanics is placed on the mathematical formulation of physical (both classical and quantum), and kinetic theory from problems and on the physical interpretation of the PY 108. SOUND AND MUSIC 3 a modern perspective. Using statistical concepts and mathematical solutions. Topics include Newton’s laws The physical principles of sound—how it is produced, stressing the microscopic point of view, the relation- of motion, gravitation, kinematics and dynamics of a propagated, and perceived. Illumination of principles ships among pressure, volume and temperature of particle and of systems of particles, rigid-body will emphasize examples from music. Mechanisms systems are discussed, as well as the transfer of motion, introduction to generalized coordinates, and used to produce different types of musical sounds will energy among thermal systems. Prerequisite: PY210. Lagrangian and Hamiltonian mechanics. Three hours be discussed as well as the physical principles The Department of lecture, one hour of discussion per week. behind the reproduction of music in its many forms Prerequisites: PY210, MA270. M. Odekon such as radio, tape recorders, and CD players. PY 212. OPTICS 4 (Fulfills QR2 requirement.) J. Linz A survey of geometrical, physical, and quantum PY 346. ELECTRICITY AND MAGNETISM 4 optics. Topics include reflection and refraction of light A study of the theory of classical electromagnetism. PY 109. SOUND AND MUSIC WITH LAB 4 by plane and spherical surfaces, ray tracing, interfer- Topics include electrostatics, boundary-value prob- The physical principles of sound—how it is produced, ence, Fraunhofer and Fresnel diffraction, the electro- lems, dielectrics and conductors, steady currents, propagated, and perceived. Illumination of principles magnetic character of light, polarization, absorption, magnetostatics, magnetic materials, electromagnetic will emphasize examples from music. Mechanisms scattering and dispersion of light, photons, lasers, induction, Maxwell’s equations and their solutions. used to produce different types of musical sounds will magneto-optics and electro-optics. Prerequisite: Three hours of lecture, one hour of discussion per be discussed as well as the physical principles PY210. Three hours of lecture, two hours of lab per week. Prerequisites: PY208. Corequisite: MA270. behind the reproduction of music in its many forms week. The Department W. Standish such as radio, tape recorders, and CD players. The laboratory component will include measurement of PY 213. ELECTRONICS 3 PY 348. QUANTUM MECHANICS 4 the speed of sound, frequency analysis of musical An introduction to solid-state electronics. Discrete cir- The basic postulates of quantum mechanics and their instruments, and sound recording. (Fulfills QR2 and cuit elements and integrated circuits are discussed meaning, Schrödinger’s equation and its solutions for natural sciences requirements.) J. Linz and employed in both digital and analog applications. finite and infinite square well and spherical well Circuit analysis, amplifiers, signal processing, logical potentials, the harmonic oscillator, and the hydrogen PY 192. PRINCIPLES OF ASTRONOMY 3 networks, and practical instrumentation are studied. atom. The structure and behavior of simple molecu- An introduction to planets, stars, galaxies, and evolu- Prerequisite: PY210. Six hours of lab per week. lar, atomic, and nuclear systems are studied . Three tion of the universe. This course also introduces The Department hours of lecture, one hour of discussion per week. astronomical methods, from simple stargazing to Prerequisites: PY210, MA270. D. Atkatz modern telescopic techniques. Prerequisite: QR1. PY 221H. GALAXIES AND COSMOLOGY 3 (Fulfills QR2 requirement.) M. Odekon An overview of large-scale structure and modern cos- PY 351, 352. ADVANCED TOPICS IN mological models, from nearby galaxies to the entire PHYSICS 3, 3 PY 194. PRINCIPLES AND PRACTICE OF observable universe. Topics include galaxy surveys, A variety of physics topics at the advanced level. ASTRONOMY 4 quasars, dark matter, and the early universe. Possible options include biophysics, condensed-mat- Supplements the lectures of PY192 with telescopic Prerequisite: PY192 or 194. This is an honors course. ter physics, nuclear and particle physics, and observations, laboratory experiments, and analysis of (Fulfills QR2 requirement.) M. Odekon advanced quantum mechanics. The selection of a other astronomical data. Three hours of lecture, two particular topic will be adjusted to student interest hours of lab per week. Prerequisite: QR1. (Fulfills PY 251, 252. SPECIAL TOPICS IN PHYSICS 3 and background. Prerequisite: PY210 and permission QR2 and natural sciences requirements.) M. Odekon A variety of topics at the intermediate level, available of the department. The Department to students with an interest in physics. Some exam- PY 207. GENERAL PHYSICS I 4 ples of topics are: exploring the universe, astronomy PY 373, 374. SENIOR RESEARCH IN A calculus-based introduction to the concepts and beyond the Milky Way, atomic and molecular physics, PHYSICS 3, 3 principles of mechanics, emphasizing translational and particle physics. Specific choice of topics will An opportunity for qualified seniors to pursue and rotational kinematics and dynamics, work and depend on student interest and background. research in physics under the supervision of a mem- energy, conservation laws, and gravitation. Hands-on Prerequisite: prior physics course and permission of ber of the department. Prerequisite: PY341 and per- exploration of physical systems using computer-inter- the department. The Department mission of the department. faced laboratory equipment and spreadsheet modeling techniques are used to elucidate physical princi- PY 299. PROFESSIONAL INTERNSHIP IN PY 399. PROFESSIONAL INTERNSHIP IN ples. Prerequisite: QR1. Corequisite: MA111. Six PHYSICS 3 PHYSICS 3 or 6 hours of lecture, guided activities, laboratory experi- Internship opportunity for students whose curricular Professional experience at an advanced level for jun- ments and problem solving a week. (Fulfills QR2 and foundations and cocurricular experience have pre- iors and seniors with substantial academic and cocur- natural sciences requirements.) The Department pared them for professional work related to the major ricular experience in physics. With faculty sponsor- field. With faculty sponsorship and department ship and department approval, students may extend PY 208. GENERAL PHYSICS II 4 approval, students may extend their educational their educational experience into such areas as A continuation of PY207 into the areas of oscillations, experience into such areas as physics research, physics research, environmental or material science, electricity, and magnetism. Prerequisite: PY207. environmental and material science, or electrical or electrical engineering. Only three semester hours Corequisite: MA113. Six hours of lecture, guided engineering. Prerequisites: PY207, 208. may count toward the major or minor in physics. activities, laboratory experiments, and problem solv- Prerequisite: PY210. ing a week. The Department

141 Preparation for Professions BUSINESS ADMINISTRATION The 4 + 1 M.B.A. Program with the Graduate College at Union University and Affiliated Programs The 4 + 1 M.B.A. Program with Clarkson University In this program, students earn a baccalaureate The undergraduate program at Skidmore from Skidmore and a master’s degree in busi- affords preparation for graduate work either in In this program, students earn a baccalaureate ness administration from Union University in the liberal arts or in the professions. Students from Skidmore and a master’s degree in busi- the year following Skidmore graduation. interested in advanced degrees should consult ness administration from Clarkson in the year Normally, the M.B.A. requires two or more the appropriate department as soon as possi- following Skidmore graduation. Normally, the graduate years to complete. ble in their undergraduate careers. A number M.B.A. requires two or more graduate years to of preprofessional programs, such as premed complete. Under special agreement, students plan their and prelaw, are supported by special advisors undergraduate programs to include certain at the College. Under special agreement, students plan their foundation courses normally taken in the first undergraduate programs to include certain year of study in an M.B.A. program. Catalogs of graduate and professional schools foundation courses normally taken in the first are available on microfiche in the Scribner year of study in an M.B.A. program. Foundation requirements include satisfactory Library. Notices of graduate fellowships and completion of the following 14 courses: assistantships from many institutions are on Foundation requirements include satisfactory file in the Office of The Dean of Studies and completion of a total of twenty-seven semester Foundation Requirements Skidmore Courses are posted on departmental bulletin boards. hours in each of the following subjects: (or Union equivalent)

Most graduate schools require an appropriate Foundation Skidmore Courses Business Law MB 333 Business Law I MB 334 Business Law II entrance exam: the MCAT for medical school, Requirements (or Clarkson equivalent) the LSAT for law school, the GMAT for busi- Business and Society MB 333 Business Law I Economics EC 103 Introduction to ness school, and the GRE for most other grad- Macroeconomics uate programs. Information on specific Economics EC 103 Introduction to EC 104 Introduction to entrance requirements and application forms Macroeconomics Microeconomics are available in the Office of Career Services. EC 104 Introduction to Many graduate programs in an academic disci- Microeconomics Organizational Behavior MB 224 Foundations of pline leading to an M.A. or Ph.D. require com- Organizational Behavior plus one organizational petence in one or two foreign languages. Management Principles MB 224 Foundations of Organizational Behavior behavior elective Most professional schools advise students to Accounting MB 234 Foundations of Accounting MB 234 Foundations of obtain a sound foundation in the liberal arts, in Accounting I Accounting I addition to the necessary preprofessional MB 235 Foundations of MB 235 Foundations of courses, as the best preparation for admission. Accounting II Accounting II This holds true for engineering, law, medicine, MB 303 Cost Accounting social service, and teaching certification. Computer Programming MB 319 Management Information Systems Statistics and Probability EC 237 Economic and Business Statistics; or Statistics and Probability EC 237 Economic and MA 204 Probability and Business Statistics; or Statistics MA 204 Probability and Statistics Calculus MA 111 Calculus I PS 217 Statistical Methods of Psychology I Marketing MB 214 Foundations of Marketing Calculus MA 111 Calculus I plus one marketing elective Marketing MB 214 Foundations of Marketing Finance MB 338 Foundations of Finance Finance MB 338 Foundations of Finance In addition to completing the foundation equiv- alents, most students will meet Union In addition to completing the foundation equiv- University’s prescribed admission standards. alents, students will meet Clarkson’s pre- Further details can be provided by the scribed admission standards. Management and Business Department.

142 ENGINEERING Mathematics/Engineering Major The 3 + 2 Program with Clarkson University Physics/Engineering Major Skidmore College offers qualified students the The 3 + 2 Program in Engineering, offered in opportunity to earn dual degrees in liberal arts First Year cooperation with the School of Engineering at and engineering through its cooperative 3/2 MA 111 Calculus I Clarkson University, combines three years of Program with Dartmouth College or its 3 + 2 MA 113 Calculus II study at Skidmore with two years of additional Program with Clarkson University. These are PY 207 General Physics I study at Clarkson. During their senior year in challenging programs designed for the student PY 208 General Physics II absentia, while continuing their studies at who has strong preparation in mathematics SSP 100 Scribner Seminar Clarkson, students fulfill the bachelor of arts and physical sciences, and above average EN 105 Writing Seminar II, or a writing-intensive requirements (including major and all-college problem solving skills. course requirements) and receive their degrees from Foreign language or breadth component courses Skidmore at the end of the fourth year of the It is desirable to select either the 3/2 or the program. Upon successful completion of the 3+2 program at the earliest possible date, Second Year additional year of prescribed study, qualified preferably during the first year, to ensure meet- CS 106 Computer Science I students will be eligible for the bachelor of sci- ing the prerequisite requirements. Therefore, MA 200 Linear Algebra ence degree in engineering from Clarkson. interested students are encouraged to discuss MA 202 Calculus III the engineering programs with the engineering MA 270 Differential Equations (for physics major) REQUIREMENTS coordinator as soon as possible. MC 215 Mathematical Reasoning and Discrete Structures (for mathematics major) A student entering this combined program Skidmore Engineering Advisory Committee: PY 210 Foundations of Modern Physics must major in either mathematics, chemistry, Physics Elective (for physics major) Professors William J. Standish, Coordinator; or physics, have a GPA of at least 3.0 in sci- Gerardo Rodriguez, David C. Vella, Pierre von ence and mathematics, have approval of the Kaenel Junior Year at Dartmouth Engineering Advisory Committee, and be During the junior year, while in residence at accepted for admission by Clarkson. Students 3/2 Program with Dartmouth College Thayer School, Dartmouth College, students interested in this program must have the nec- are required to take: essary course background before entering Through a cooperative arrangement with the Clarkson in the senior year. To ensure meeting Thayer School of Engineering at Dartmouth COSC 5. Computer Science with Applications to the prerequisite requirements, students should College, students majoring in mathematics or Engineering take the following courses during their first physics at Skidmore may earn both the bache- ENGS 21 Introduction to Engineering year at Skidmore. lor of arts degree from Skidmore at the end of ENGS 22 Systems I the fourth year and, at the end of the fifth year, Six additional engineering courses, science and/or MA 111 Calculus I the bachelor of engineering degree from mathematics electives should be chosen in consulta- MA 113 Calculus II tion with the student’s advisor at Skidmore and with Dartmouth. CH 105 Chemical Principles I the Thayer School at Dartmouth CH 106 Chemical Principles II PY 207 General Physics I An additional one or two years may lead to the Senior Year (Mathematics/Engineering) PY 208 General Physics II master of engineering and/or the master of SSP 100 Scribner Seminar business administration degree from MA 303 Advanced Calculus EN 105 Writing Seminar II, or a writing-intensive Dartmouth. MA 319 Algebra I course MA 376 Seminar REQUIREMENTS Two additional mathematics courses (at least one of Courses for the sophomore and junior years at which is at the 300 level) selected in consultation with Skidmore will be chosen by the student in con- the student’s advisor A student entering this combined program must sultation with the engineering coordinator, major in mathematics or physics, must have a based on the student’s engineering interests GPA of at least 3.0 in science and mathemat- Senior Year (Physics/Engineering) (e.g., electrical, mechanical, civil). ics, and must have approval of the Engineering PY 341 Advanced Theory and Methods in Physics Advisory Committee. Research At the beginning of the junior year, the student PY 345 Mechanics applies to the Engineering Advisory Committee Students interested in this program must have PY 346 Electricity and Magnetism (equivalent to for consideration. The committee will recom- the necessary course background before ENGS 23) mend only those students it believes are likely entering Dartmouth in the junior year. PY 348 Quantum Mechanics to profit from the program and who have met PY 373 Senior Research in Physics Therefore it is desirable to select the program One additional physics course selected in consulta- all prerequisite requirements. at the earliest possible date, preferably during tion with the student’s advisor the first year, to ensure meeting the prerequi- Elective site requirements. The Engineering Advisory Committee does not recommend students accelerate in the program. Fifth Year at Dartmouth During this year engineering courses are avail- At the end of the fall semester of the sopho- able that will allow the student to concentrate more year, the student shall apply to the in a particular area of engineering science Engineering Advisory Committee for consider- and/or to prepare for graduate study in ation. The Committee will recommend to advanced engineering or business. These Dartmouth only those students whom it courses should be selected in consultation believes are likely to profit from the program. with the student’s Dartmouth advisor.

Outlined below is the course of study required For more on Dartmouth’s program, see for the 3/2 program comprising first, second, http://engineering.dartmouth.edu/thayer/ and senior years at Skidmore and the junior academicsadmissions/undergrad-dual.html. and fifth year at Dartmouth.

143 LAW HEALTH PROFESSIONS Psychology

The law school admissions process is highly Health Professions Advisory Committee: Chair of the Department of Psychology: Mary competitive. While there is no prescribed Michelle W. Frey, Raymond J. Giguere, Ann Foley course of study for the undergraduate who George McNally, Roy S. Meyers, Vasantha plans to attend law school, a strong academic Narasimhan, Bernard P. Possidente (chair), Professors: Robert M. Oswalt, Joan Delahanty record is the best preparation. William Standish Douglas, Sheldon Solomon, Courtney and Steven Ross Professor of Interdisciplinary Law schools emphasize the importance of a Students who plan to apply to medical, dental, Studies; Mary Ann Foley, Class of 1948 broad liberal arts education. The ability to ana- veterinary or other health professional schools Professor for Excellence in Teaching; Hugh lyze critically, and synthesize material, and the should consult with a member of the Health Foley, John J. Berman power of organization, clear expression and Professions Advisory Committee early in their sound judgment are desirable. Well-developed college careers and before registration each Visiting Professor: Virginia Murphy-Berman skills in reading, speaking, and writing are semester so that they can plan their courses at essential. Students are encouraged to choose Skidmore to include those that will prepare them Associate Professors: Holley Hodgins, Denise courses widely, concentrating in an area that is for the standardized admissions tests and satisfy L. Evert, Flip Phillips of most interest to them. the course prerequisites required by various health professional schools. The following cours- Assistant Professors: Beth S. Gershuny, The law and society minor involves students in es are recommended by the majority of health Hassan Lopez the interdisciplinary study of law; the curricu- professional schools as minimum requirements: lum for the minor includes courses from the The mission of the psychology major is to pro- Departments of Management and Business; 1. Two courses in English vide students with a foundation of concepts, Economics; Government; History; Philosophy 2. Two courses in biology with lab 3. Two courses in general chemistry with lab issues, discoveries, and methodologies for the and Religion; and Sociology, Anthropology, scientific study of psychological processes. In and Social Work. 4. Two courses in organic chemistry with lab 5. Two courses in calculus part, this foundation is achieved by exploring a 6. Two courses in physics with lab number of perspectives within the field includ- Practically all law schools require the Law ing biopsychological, perceptual, cognitive, School Admission Test (LSAT) of the Students should be aware that additional spe- developmental, social, and clinical phenome- Educational Testing Service. Students should cific requirements may be set by individual na. Faculty expect that Skidmore psychology consider taking their exam in the spring of their medical, dental, veterinary, and other health majors will acquire basic knowledge about junior year. Students should submit several professional programs. several areas and gain quantitative and law school applications early in the fall of their research skills necessary to make informed senior year, and may want to consider retaking The Health Professions Advisory Committee at judgments about psychological research. In the LSAT in October. Skidmore offers counseling to pre-health profes- addition, students will learn to evaluate, inte- sions students in their undergraduate curriculum grate, and think critically about theoretical and A prelaw advisor counsels students preparing planning and application process to health pro- applied issues and to communicate their for law, assisting them in evaluating law fessional schools. Students who are interested knowledge of psychology effectively through schools and in preparing effective applications. in health professions must contact the chair or written and oral forms. Thus, students are any member of the Health Professions Advisory encouraged to take writing-intensive courses The Accelerated Law School Program Committee to discuss their interests and seek as preparation for the major. advice regarding their academic and cocurricu- Through a cooperative arrangement with the lar planning. Students with an interest in the Faculty encourage students to distinguish Cardozo Law School of Yeshiva University, health professions should register with HPAC. between the minimum requirements for a qualified Skidmore students may obtain a The HPAC office is located in Dana Science major in psychology and the preparation nec- bachelor’s degree from Skidmore and a law Center, room 172, and is online at essary for graduate study in psychology. degree from Cardozo in six years rather than www.skidmore.edu/academics/health Those students who plan to pursue graduate the average time of seven years for completion work in psychology should also consider of both degrees. Students admitted to the pro- SECONDARY EDUCATION choosing to complete a significant laboratory gram complete a full first year of professional experience in addition to PS306. Several legal education during the summers before The 4 + 1 M.A.T. Program with Union College opportunities for this lab experience are avail- and after their final year of undergraduate able to majors including advanced lab courses study. With careful course selection and Students accepted into the program earn a (e.g., PS304, 320), advanced statistics departmental and Committee on Academic baccalaureate degree from Skidmore and a (PS318), independent study, or a summer col- Standing approval, Skidmore will accept up to Master of Arts in Teaching degree from Union laborative research experience. A course in fifteen hours of Cardozo credit toward the College. Admission is competitive, and stu- mathematics or computer programming might Skidmore degree. The student then becomes dents are selected according to the following be particularly helpful. a second year law school student during the criteria: undergraduate major in a discipline fall semester after graduation from Skidmore. represented in the Union M.A.T. Program; ED103, 323 and PS204; 3.0 GPA in the major and overall; and demonstrated interest and suitability for teaching.

The Union program includes the following secondary (grades 7–12) subjects: biology, chemistry, earth science, English, French, general science, German, Latin, mathematics, physics, social studies, and Spanish.

Students interested in the program should consult with the chair of the Education Department.

144 THE PSYCHOLOGY MAJOR: To complete a PS 101. INTRODUCTION TO GENERAL PS 213. HORMONES AND BEHAVIOR 4 major, students must take a minimum of thirty PSYCHOLOGY 3 An introduction to the study of how hormones coordi- credits in psychology. Only six of these thirty An introduction to the science of psychology through nate the behavioral and physiological components of credits (including three AP credits) required for a survey of theories, methods, facts, and principles of important psychological processes like reproduction, behavior. Open to first-year students. defense, aggression, learning, and emotions. A com- the major may be taken at other institutions. The Department parative approach (cross-species) is used to explore Included among the thirty credits are the fol- the endocrine system and many of the effects of hor- lowing required core: PS101, 217, 306, and at NS 101. NEUROSCIENCE: MIND AND mones on both the body and the brain. Whenever least ten credits from three different clusters BEHAVIOR 4 possible, research findings in humans are integrated listed below: An interdisciplinary examination of the neurobiologi- into the discussion. To help illustrate hormone/behav- cal bases of behavior and mental processing. Topics ior relationships, several in-class experiments are 1. Neuroscience: NS101, PS231 include the structure and functioning of the nervous conducted using both animal and human subjects. system, brain-behavior relationships, and hormonal Prerequisite: PS101. H. Lopez 2. Social Developmental Psychology: PS205, and genetic effects on behavior and mental process- 207 ing. Laboratories develop students’ understanding of PS 217. STATISTICAL METHODS IN 3. Perceptual Cognitive Processes: PS305, functional neuroanatomy, neural transmission, and PSYCHOLOGY I4 human psychophysiology. (Fulfills natural sciences A survey of methods used to describe, correlate, and 324, 325 requirement). D. Evert, H. Lopez, R. Meyers make inferences about frequency distributions, 4. Personality Abnormal Psychology: PS210, including the use of binomial distribution, normal dis- 211, 308. PS 204. EDUCATIONAL PSYCHOLOGY 3 tribution, t-distribution, chi-square, sign tests, and the The application of psychological principles to prob- analysis of variance. Three hours of lecture, two Of the thirty credits presented toward the lems of student learning, student achievement, teach- hours of lab per week. Prerequisite: PS101 or NS101 major, these credits should include at least ing methods, and educational assessment. or permission of instructor. four courses at the 300 level. Prerequisite: PS101 or consent of instructor. H. Foley, B. Gershuny, F. Phillips The Department A maximum of 5 credits taken on a satisfacto- PS 222. PSYCHOANALYSIS AND SIGMUND ry/unsatisfactory basis may count toward the PS 205. SOCIAL PSYCHOLOGY 4 FREUD 3 30 credits required by the major, including A survey of theory and research on the nature and An introduction to Sigmund Freud and his theory of personality psychoanalysis. The course will examine PS399 and PS275. Only two one-credit PS275 causes of individual behavior (thoughts, feelings, actions) in social situations. Prerequisite: PS101. cultural, social, and intellectual antecedents; entail Research Experiences may count toward the H. Hodgins readings by and about Sigmund Freud; and explore major, both of which must be taken S/U. None ways in which Freud’s ideas have had a profound of the required core courses or any 300-level PS 207. INTRODUCTION TO CHILD influence on other disciplines. Prerequisite: PS101 or psychology course—except PS399—fulfilling DEVELOPMENT 4 consent of the instructor. R. Oswalt the major may be taken on an S/U basis. Theories and research evidence as well as methodological problems will be re viewed as they relate to PS 223. EVOLUTIONARY PSYCHOLOGY 3 The grade-point average for the thirty credits physical, psychological, and social development of A survey of theory and research on human behavior presented toward the major must meet the the individual from birth through adolescence. from an evolutionary perspective, with special emphasis on the evolution of culture and conscious- minimum requirement of 2.0. Of these credits, Prerequisite: PS101 or consent of instructor. J. Douglas ness. Students should learn to define and understand only one course may have been completed basic evolutionary psychology, both as it emerges with a grade of D. PS 210. PERSONALITY 4 from Darwin’s evolutionary theory historically and as Considers major theories of personality to gain an it is understood and applied today. Students will learn In conjunction with the relevant departments, understanding of how genetic and environmental fac- answers to some of evolutionary theory’s fundamen- the Psychology Department offers majors in tors interact to influence human behavior. tal questions—How do living organisms change over neuroscience and psychology-sociology. Prerequisite: PS101. S. Solomon, B. Gershuny time? Why is there such an uncanny “fit” between specific environments and the characteristics of the species that inhabit them?—as well as the implica- HONORS: To be eligible for departmental hon- PS 211. APPLIED PSYCHOLOGY 4 An application of principles of psychology to issues in tions of that theory for an understanding of the ors in psychology, a student must meet the human mind: its history; the cognitive origins of art, requisite grade point average, complete a education, industry, environmental initiatives, health, consumer culture, and the law. Students will have an religion and science; the nature and evolution of the research project in Senior Research Project I introductory “hands-on” experience in applied self. S. Solomon and II or a major paper in Senior Seminar, and research. Goals of the course include familiarization be recommended for departmental honors by with methods of applied work and psychology’s con- PS 231. NEUROPSYCHOLOGY 3 the department. tributions to the above-listed issues; ability to use An introduction to the relationship between the brain social science methods to critically evaluate various and mind through the assessment of human patients PSI CHI: Psi Chi is the national honor society types of social initiatives; and an appreciation of what (and animals) with brain damage. This focus will social science can (and cannot) contribute in applied show how scientists are better able to understand in psychology, founded in 1929 for the pur- components of the mind (i.e., processes related to pose of encouraging scholarship and advanc- settings; and a grasp of the ethical issues involved in such work. Prerequisite: PS101. J. Berman attention, perception, cognition, personality, emotion, ing the science of psychology. Eligibility memory, language, consciousness) and behavior, requirements include declaration of a major in PS 212. THEMES IN CONTEMPORARY and how this information can be used to refine theo- psychology, completion of at least four psy- PSYCHOLOGY 3 ries of psychological functioning. A case-study chology courses (or three psychology courses Introductory exploration of selected themes in con- approach of humans with brain damage will be adopt- and NS101), a GPA of 3.5 or higher in psy- temporary psychology with special attention to major ed in this course. Prerequisite: PS101. D. Evert chology, and a grade-point average of 3.3 in trends of theoretical interest and research activity. all college courses. Such themes might include decision-making, narratives in psychology, health psychology, environmental There is no formal program for a minor in psy- psychology. (This course may be repeated for credit with focus on a different theme.) Prerequisite: PS101. chology. Those interested in taking some psy- The Department chology courses without actually completing a major are encouraged to select a set of courses relevant to their needs. Members of the department are happy to assist in this selection process.

145 PS 251. SPECIAL SEMINAR SERIES IN PS 304. PHYSIOLOGICAL PSYCHOLOGY 4 PS 318. STATISTICAL METHODS IN PSYCHOLOGY 1 The study of physiological structures of the central PSYCHOLOGY II 4 A topical seminar, lab or discussion group may be nervous system, muscles, and glands in humans and A study of advanced techniques and controversial offered as a follow-up link with a particular depart- animals with emphasis on the use of animal models issues in experimental design and analysis. The mental offering (e.g., an extension to a 3-credit to understand human psychopathologies such as course will emphasize computer analysis of a range course) or as a free-standing experience in psycholo- anxiety, depression, and drug addiction. Laboratory of experimental designs. Three hours of lecture, two gy (e.g., a film series with focus on contemporary sessions are used to test various animal models of hours of lab per week. Prerequisites: PS217 and 306. psychological issues). Discussion may focus on addi- psychopathology to better understand their validity H. Foley tional topics as a follow-up from a previous learning and limitations. Three hours of lecture, two hours of experience or may provide exploration of a new topic lab per week. Prerequisites: NS101 and PS217. PS 320H. SOCIAL PSYCHOLOGY RESEARCH not covered in a traditional departmental offering. The H. Lopez EXPERIENCE 4 frequency with which the seminar meets (i.e., once a This course offers an opportunity to acquire hands-on week for the full term or twice a week for the first half PS 305. COGNITIVE DEVELOPMENT 4 research experience and experimental skills in a of the semester) will vary depending on the goal of The systematic study of the development of intellec- small laboratory group. Students will read journal arti- the seminar. Prerequisite: PS101 or permission of tual capacities in the child. Current theories and cles on selected topics in social psychology, design a instructor. The Department research relevant to the child’s development and use study, collect data, and use a computer data analytic of symbolic, mediational, and linguistic processes will statistical package to analyze their data. Three hours PS 275, 276. EXPLORATORY RESEARCH be surveyed. Three hours of lecture and two hours of of lecture and two hours of lab per week. EXPERIENCE IN PSYCHOLOGY 1 lab per week. Prerequisites: PS101 and 207, or con- Prerequisite: PS217, or consent of instructor. An introductory exploration of conducting research in sent of instructor. The Department H. Hodgins psychology. Its purpose is to provide students with an interactive research experience in a particular labora- PS 306. EXPERIMENTAL PSYCHOLOGY 4 PS 321. MOTIVATION AND EMOTION 3 tory or clinical setting. Students will experience vari- A theoretical and empirical introduction to psychology An examination of the principal constructs employed ous aspects of the research process, e.g., the plan- as a natural science. Emphasis will be on the basic in theories of motivation and emotion. The current ning and implementation of research, protocols for phenomena in physiological psychology, cognition, status of both biologically based and psychologically data collection, and testing of hypotheses. Exposure perception, and social psychology and the principal based theories will be reviewed. Prerequisites: to research methodologies within a particular area of experimental paradigms employed in their investiga- PS101 and 306 or consent of instructor. H. Hodgins psychological inquiry should enhance the student’s tion. Three hours of lecture, two hours of lab per ability for more independent work. No more than two week. Prerequisites: QR1, PS101, 217. (Fulfills QR2 PS 323. PSYCHOLINGUISTICS 4 of these experiences may count toward the require- and natural sciences requirements.) An examination of the acquisition of language in the ments for the psychology major. The experience is H. Foley, M. Foley, F. Phillips light of milestones in sensorimotor and cognitive open to non-majors. Permission of the instructor is development. The relationship of language to thought required. Must be taken S/U. The Department PS 307. ADVANCED PERSONALITY 3 will be of central concern. Also covered will be bilin- A detailed examination of factors that influence per- gualism and disturbances of linguistic development. NS 275. INTRODUCTION TO NEUROSCIENCE sonality development. Attention is devoted toward Prerequisite: PS101. J. Devine RESEARCH 1 understanding how different aspects of human per- An introductory exploration of conducting research in sonality can account for the development of various PS 324. COGNITION 3 neuroscience. The purpose of this learning experi- social institutions. The development and evaluation of The study of the way in which people acquire and ence is to provide students with an interactive hypotheses to understand personality processes, and use information in a variety of circumstances. Topics research experience in the laboratory or field in coor- strategies to induce change are also considered. include attention, pattern recognition, language, dination with a faculty member. Students may be Prerequisites: PS210 and 306. S. Solomon memory, skill acquisition, problem solving, decision exposed to, and participate in, several aspects of the making, and artificial intelligence. Prerequisite: research process, including planning, designing, and PS 308. ABNORMAL PSYCHOLOGY 3 PS101. M. Foley implementing the research, as well as in data analy- An introduction to the history and study of psychologi- sis and interpretation of the results. This experience cal disorders (e.g., substance use disorders, psychot- PS 325. PERCEPTION 4 will allow students at various stages of their careers ic disorders, mood disorders, anxiety disorders, per- The study of the way in which people use sensory to sample research questions/methodologies in par- sonality disorders) with an emphasis on understand- input to identify and interpret information in the world. ticular subdisciplines of Neuroscience, and will ing the development of disorders, diagnostic issues, The course will examine contributions of sensory, enhance the student’s ability for more independent and symptoms. Prerequisite: PS101 or consent of neural, and cognitive factors to perceptual experi- work. Prerequisites: Completion of NS101 and per- instructor. B. Gershuny, R. Oswalt ence. Discussions will cover general perceptual prin- mission of instructor. Must be taken S/U. ciples, but will emphasize visual and auditory PS 312. ADVANCED SEMINAR IN MAJOR processes. Three hours of lecture, two hours of lab NS 277. INTEGRATIVE SEMINAR IN NEURO- ISSUES OF PSYCHOLOGY 3 per week. Prerequisite: PS101. H. Foley, F. Phillips SCIENCE RESEARCH 1 A critical examination of fundamental areas of contro- A study of selected areas of neuroscience research versy in current theories, research findings, and PS 326. HEALTH PSYCHOLOGY 3 and techniques. Both primary source articles and first applications of psychology. Such topics might include A study of the relationships between psychological person accounts by faculty in the Biology and consciousness, autobiographical memory, or nonver- factors and well-being using biopsychosocial per- Psychology departments are used to introduce the bal behavior. (This course may be repeated for credit spectives. This multidisciplinary approach integrates theoretical and practical aspects of neuroscience with focus on a different issue.) Prerequisites: three knowledge from physiology, psychobiology, personali- research. Emphasis will be placed on understanding courses in psychology. (PS312C is designated a ty, social psychology, and sociology to understand the multiple levels (e.g. molecular to behavioral) at Cultural Diversity course.) health, illness, and well-being. The primary objective which research topics in neuroscience can be of this course is to familiarize students with the con- addressed and also the ways in which research tech- PS 315. CLINICAL PSYCHOLOGY 3 ceptual basis, research methods, and research find- niques define the types of questions that can be An introduction to the history and methods of clinical ings in the field of health psychology. Prerequisites: asked at a given level of analysis. Prerequisites: This diagnosis and treatment of abnormal behavior includ- PS101 and 217. course should be taken upon completion of NS101 ing Freudian psychoanalysis, client centered therapy, and the completion of (or current enrollment in) at group psychotherapy, and behavior modification. PS 327. COMPUTATIONAL NEUROSCIENCE 3 least one other core or elective course from the list of Prerequisite: PS308. R. Oswalt An introduction to computational neuroscience: the courses in the Neuroscience major. Must be taken theoretical study of the brain, its behavior, the devel- S/U. Psychology and/or Biology Faculty PS 317. PSYCHOLOGICAL TESTING 3 opment, organization, systems, and emergent proper- An introduction to the history, theory, administration ties we call mental abilities. In this course we study PS 302. ADULT DEVELOPMENT 4 and interpretation of psychological tests, including these phenomena by creating mathematical and Psychological aspects of human growth and function tests of intelligence, achievement, interests and per- computational models that we then use to predict or from maturity to senescence, with consideration of sonality. Prerequisite: PS101 or consent of instructor. validate empirical data. Students will learn about cur- research procedures and problems as well as recent R. Oswalt rent modeling theories and techniques as well as the findings and relevant theory. A field project is process of creating, testing, and refining their own required. Prerequisites: PS207 and 217, or permis- models. Prerequisites: MA111 or CS106, or permission of instructor. J. Douglas sion of instructor. F. Phillips

146 PS 328. SEMINAR IN CLINICAL PSYCHOLOGY: PS 341. SEMINAR IN COGNITIVE NEURO- ANXIETY AND ITS DISORDERS 3 SCIENCE: LEFT BRAIN/RIGHT BRAIN 3 Religious Studies A study of the nature of anxiety and anxiety disor- Discussion-based study of hemispheric specialization ders, taught as a seminar modeled on graduate-level for cognitive functioning (including perception, atten- Chair of the Department of Philosophy and work. This course focuses on the etiology, pathogen- tion, memory, creativity, emotional processing, and Religion: Francisco Gonzalez esis, symptoms, and treatments of anxiety disorders language) from a cognitive neuroscience perspective. in adults with an emphasis on clinical applications Cognitive neuroscience is the interdisciplinary science Associate Professors: Joel R. Smith, Mary and psychological/cognitive-behavioral approaches to built up to understand the gap between biological Zeiss Stange conceptualizations and therapies. Discussions, lec- processes of the central nervous system and the tures, films, case studies, and critical analyses of the- processes of the mind. In learning about hemispheric Assistant Professor: Laury Silvers-Alario ories and empirical work are emphasized. Some specialization of function, we will draw on research questions to which students will learn the answers: from such fields as experimental psychology, neuro- What are the benefits and limitations of diagnostic science, neuropsychology, brain imaging, and comput- Lecturers: Kathleen Self, Stephen Butler Murray categories (i.e. classification schemes)? What are the er modeling. The first part of the course is designed to benefits and limitations of existing treatments? What teach methods and techniques used in the study of The earliest endeavors of the Western intellec- are symptoms that are common and different across cognitive neuroscience, including the theoretical tual tradition were concerned with understand- the anxiety disorders, and how are the specific disor- issues associated with each approach. Throughout ing nature, understanding the human ders distinguished? Students will acquire basic the second part of the course, we will learn some encounter with the divine, understanding expertise in the field of anxiety disorders. ways these methodologies have been used to under- human nature, and understanding the whole— Prerequisites: PS210 and PS308, or permission of stand hemispheric specialization of cognitive function. instructor. B. Gershuny Prerequisites: PS101 and two other courses from the the cosmos—within which each of these PS course listings or NS101 and two other courses encounters occurred. Accordingly, philosophy PS 331. PSYCHOLOGY OF WOMEN 4 from those listed in the NS major curiculum. PS231 and religion were among the central concerns Examination and analysis of a number of important (Neuropsychology) is highly recommended. D. Evert of intellectual life, and indeed the first acade- ideas regarding women’s psychological experience. my was a philosophical institution that brought Topics to be studied include theories of female devel- PS 371, 372. INDEPENDENT STUDY 3, 3 these endeavors under one “roof.” Thus the opment, self-concept, sexuality, psychological disor- Individual reading and/or research under the guid- Department of Philosophy and Religion ders, violence against women, and mother-daughter ance of a member of the staff. Prerequisites: PS101 harkens to a mission that quite literally was at relationships. Students will select either a research and consent of instructor. The Department the historical origin of the academy (indeed, of project or service learning project. Prerequisite: Western civilization) and proves, no less today PS207 or 210. J. Douglas, B. Gershuny PS 375. SENIOR RESEARCH PROJECT I 3 Students will work with an individual faculty member to than 2,500 years ago, to be an animating prin- PS 332. SEMINAR IN CROSS-CULTURAL develop a major research project. This development ciple of intellectual life and culture. Today this PSYCHOLOGY 4 will include definition of topic, review of the scientific lit- traditional mission has been broadened to An introduction to the main topics of cross-cultural erature, the learning of any necessary research tech- include philosophy and religion as they have psychology in such areas as sensation and percep- niques, execution of any necessary preliminary developed in East Asia and South Asia. tion, motivation and emotion, memory and cognition, research, and submission of a written proposal to the self-identity, verbal and non-verbal communication, faculty supervisor. Each student will make an oral Given this broad mission and the inherent diffi- acculturation and social and moral development. presentation of the proposal to other senior thesis stu- culty of accomplishing it, we see the following Presented frameworks would be analyzed from a dents. Prerequisites: PS306 and consent of instructor. variety of perspectives that utilize a range of active objectives as crucial: the development of criti- learning techniques. Six specific learning goals would PS 376H. SENIOR RESEARCH PROJECT II 3 cal, analytical habits of mind in our students be focused on in the course. These are: 1) Students Students will work with an individual faculty member to through the close reading of major works in the will become familiar with the main topic areas and the complete the major research project developed in history of philosophical and religious thought major theories in cross-cultural psychology; 2) Senior Research Project I. A final project will be submit- and contemporary reflections upon them; the Students will become familiar with the research meth- ted in thesis form to the faculty supervisor at least two development of communicative skills—both oral ods utilized to conduct research in cross-cultural psy- weeks before the end of the term. Prerequisite: PS375. and written—that produce the self-confidence to chology, and they will be able to analyze and critique May not be taken concurrently with PS378. Senior engage in sustained examination of difficult research studies conducted in this area; 3) Students Research Project II may be used to fulfill the thesis ideas, through classroom engagement in dis- will be able to use their understanding of the con- requirement for departmental honors in psychology. cepts in cross-cultural psychology to gain a greater cussion and extensive writing assignments, awareness of their own cultural attitudes and beliefs PS 378H. SENIOR SEMINAR 3 whether through essay examinations, response and to better understand American cultural values; 4) Students work with course instructor to complete a papers, journals, term papers, extensive Students will be able to use their understanding of major, written project. The project can be a synthesis research papers, or senior theses; the develop- the concepts in cross-cultural psychology to more of the literature in a particular topic area of psycholo- ment of a sense of context—historical and con- fully comprehend the experiences of others who are gy, or an original theoretical formulation. The final ceptual—that saves critical analysis from from cultures other than their own; 5) Students will be project should demonstrate a conceptual integration becoming historically irrelevant or idle logic- able to use their understanding of the ideas present- of the material, and should demonstrate both original- ed in the course to analyze (from a cultural perspec- chopping, through the requirement that all ity and independence of work. In addition to the writ- courses be grounded in and make ready refer- tive) works in some other field of interest such as lit- ten project, each student will make an oral presenta- erature or the media; 6) Students will be able to think tion summarizing the project. The written version of ence to the historical intellectual concerns of the more critically (e.g., evaluate informational claims, the project will be submitted at least two weeks two disciplines; the development of the capacity apply what they have learned to other areas, inte- before the end of the spring semester. Prerequisite: to synthesize ideas and to create new wholes in grate ideas, identify follow-up questions and con- PS306. This course may be used to fulfill the thesis response to new (and/or renewed) intellectual cerns, etc.) about cross-cultural issues. requirement for departmental honors in psychology. concerns through assignments that engage stu- Prerequisites: PS101, PS217 V. Murphy-Berman May not be taken concurrently with PS376. dents where they are in their own lives, while recognizing that this entails sharing the respon- PS 399. PROFESSIONAL INTERNSHIP IN sibility for the choice of those assignments with PSYCHOLOGY 3 the students themselves as epitomized in the Professional experience at the advanced level for juniors and seniors. This experience may include Senior Thesis course; and the development in work-study projects in one of several professional each student of a critical appreciation of her or settings, including mental hospitals, nursing homes, his own intellectual growth through the building schools, developmental centers, advertising agen- of a portfolio of essays and term and research cies, laboratories, and communication agencies. papers written under the direction of the depart- Requires faculty sponsorship and department ment faculty and accumulated from the moment approval. Prerequisites: five courses in psychology of declaration of the major through the senior (specified by the faculty according to the nature of capstone experience. the internship). Must be taken S/U. 147 The Department of Philosophy and Religion RE 205. WOMEN, RELIGION, AND RE 241. THEORY AND METHODOLOGY IN THE offers students the opportunity to major or SPIRITUALITY 3 STUDY OF RELIGION 3 minor in religious studies. Courses in religion An exploration of women’s religious experience in An introduction to the theory and methodology of the are offered as electives for the entire student crosscultural and historical terms with primary study of religion. The course will provide an overview emphasis on images and roles of women in the of basic theoretical approaches such as the historical, body but may not be counted toward a major Western cultural traditions of Judaism, Christianity, sociological, anthropological, phenomenological, in philosophy. Majors are encouraged to focus and Islam. Considering religious mythology, belief, philosophical, and comparative. Issue identified by their studies around particular themes, such as and practice against the background of broader theorists from traditionally marginalized groups will be investigating the relationship of religion to art, social and political realities, the course devotes spe- explored, as well as strategies for examining religion culture, or women. cial attention to contemporary developments in femi- in relation to various forms of cultural expression nist theology and the tension between traditional and such as literature and the arts. The Department THE RELIGIOUS STUDIES MAJOR: Minimal alternative modes of spirituality. (Fulfills LS2 require- requirements for a major in religious studies are ment.) M. Stange RE 303. RELIGION IN CONTEMPORARY the general College requirements, plus comple- AMERICAN SOCIETY 4 RE 211. WESTERN RELIGIONS 3 A study of the backgrounds and contemporary forms tion of nine courses, seven of which must be A study of the history, beliefs, and rituals of the major of American religions. Attention will be given to the selected from the religion offerings (RE or PR), religious traditions of the West, particularly Judaism, institutional, liturgical, and doctrinal patterns of these and must include RE103, 241, and 375. The Christianity, and Islam. The Department religions and the application of their principles to such remaining two courses may be chosen from RE social problems as the state, education, the family, or PR offerings or may be selected from a list of RE 213. RELIGIOUS TRADITIONS OF INDIA 3 sex, human rights, and war. Prerequisites: two cours- courses from other disciplines that has been An introduction to the thought and culture of India es in the following: philosophy, religion, history, eco- authorized by the religion faculty. At least five of through its religious traditions. The course empha- nomics, psychology, and sociology, or permission of the total courses for the major must be at the 300 sizes the history, beliefs, rituals and symbols of Hindu instructor. Offered alternate years. The Department level with at least two at the 300 level taken in traditions and gives attention to the Jain, Buddhist, Islamic, and Sikh traditions in India. (Designated a PR 324. PHILOSOPHY OF RELIGION 4 the senior year, one of which must be in religion. non-Western culture course; fulfills humanities An investigation of the fundamental paradoxes of reli- Courses must total at least thirty credit hours. requirement.) J. Smith gious belief. Questions to be considered will include the arguments for the existence of God, the problem of suf- HONORS: Students wishing to qualify for hon- RE 214. RELIGIOUS TRADITIONS OF CHINA fering and evil, the nature of mystical knowledge, and ors in the department must successfully com- AND JAPAN 3 the rise of modern religious skepticism. Prerequisite: plete RE376, Senior Thesis, and earn a grade An introduction to the thought and cultures of China one course in philosophy or religion or permission of of A- or better. and Japan through their religious traditions. The instructor. Offered alternate years. J. Smith course emphasizes the history, beliefs, rituals, and THE RELIGIOUS STUDIES MINOR: symbols of Buddhist traditions and gives attention to PR 325. JAPANESE BUDDHISM 4 the Confucian, Taoist, and Shinto traditions. A study of selected classical and contemporary Requirements for a minor in religious RE103 (Designated a non-Western culture course; fulfills thinkers who see philosophy as intertwined with classi- and 241, plus three additional courses in reli- humanities requirement.) J. Smith cal praxis. Emphasis will be on Buddhist thinkers such gion designated RE or PR, at least two of which as Kukai, Dogen, Shinran, and Nishitani. Prerequisite: must be at the 300 level. The religious studies RE 215. ISLAM 3 one course in philosophy or religion or permission of minor must total at least nineteen credit hours. This survey of the religion of Islam uses the Hadith of instructor. Offered alternate years. (Designated a non- Gabriel as its organizing principle. This canonical Western culture course.) J. Smith RE 103. RELIGION AND CULTURE 4 hadith divides Islam into three dimensions: submis- An introductory study of the nature of religion, the sion, faith, and doing what is beautiful. We will PR 326. TIBETAN BUDDHISM 4 interaction of religion and culture, and the function of explore Islamic religious ideals, schools of Islamic A study of selected classical and contemporary Tibetan religious belief in the life of the individual. learning, and historical and contemporary issues per- thinkers who see philosophy as intertwined with reli- Consideration will be given to such phenomena as taining to each of the three dimensions. (Designated gious praxis. The course focuses on the Vajrayana myth and ritual, sacred time and space, mysticism, a non-Western culture course; fulfills humanities form of Mahayana Buddhism that is on central element evil, conversion, and salvation. Readings will be requirement.) L. Silvers-Alario in the culture of Tibet, as well as its Mahayana Buddhist drawn from classical and modern sources. (Fulfills background in India. Emphasis is on the central ideas humanities requirement.) The Department RE 220. ENCOUNTERING THE GODDESS IN of wisdom, compassion, emptiness, dependent arising, INDIA 3 and the two truths in such thinkers as the Prajha- RE 201. HEBREW SCRIPTURES 3 An introduction to the Hindu religious culture of India paramita, Nagarjuna, Candrakirti, and the Dalai Lama. An introduction to the Old Testament and the begin- through a study of major Hindu goddesses. The Prerequisite: one course in philosophy or religion or nings of the Talmud. In addition to the primary vision (darsan) of and devotion (bhakti) to the femi- permission of instructor. Offered in alternate years. sources, commentaries and special studies will be nine divine image will be explored. An interdiscipli- (Designated a non-Western culture course.) J. Smith used. Particular attention will be given to the Jewish nary approach will explore the meaning of the god- ideas of theology, history, and ethics and to their dess in literature, painting, poetry, religion, and sculp- RE 330. ADVANCED TOPICS IN RELIGION 4 effect on later Christian thought. Offered alternate ture. (Designated a non-Western culture course; ful- The study of a selected special topic in religion. May years. The Department fills LS2 requirement.) J. Smith be repeated with the approval of the department. Prerequisite: one course in religion or the approval of RE 202. CHRISTIAN SCRIPTURES 3 RE 225. RELIGION AND ECOLOGY 3 the instructor. The Department An introduction to the New Testament and the state- Explores the intersection of religion and ecology by ments of the early church councils. In addition to the examining causes of the environmental crisis, how RE 371, 372. INDEPENDENT STUDY 3, 3 primary sources, commentaries and special studies views of nature are conditioned by culture and reli- A reading course in a religious topic, tradition, or thinker will be used. Particular attention will be given to the gion, and the response from naturalists, scientists, not available in this depth in other courses. Prerequi- Christian ideas of theology, history, and ethics. and religionists who are concerned about the envi- site: permission of department. The Department Offered alternate years. K. Self ronmental crisis. The lectures and readings will approach these issues from a variety of religious per- RE 375. SENIOR SEMINAR 4 RE 204. RELIGIOUS ETHICS: spectives and will include Jewish, Christian, Muslim, Advanced study of a topic that reflects upon religion JUDEO-CHRISTIAN 3 Buddhist, Hindu, Native American, feminist, pragma- and the study of religion. Prerequisite: senior stand- A survey of the development of Western religious tist, and scientific voices. (Fulfills humanities require- ing in religious study major. ethics. Areas studied will include Biblical ethics, ment.) S. Murray J. Smith, M. Stange, or L. Silvers-Alario Monastic and Talmudic ethics, the ethics of Augustine and Aquinas, Reformation ethics, Puritan ethics, nine- RE 230. TOPICS IN RELIGION 3 RE 376. SENIOR THESIS 3 teenth-century frontier church ethics, and the modern The study of a selected special topic in religion. May Individual conferences with senior majors in the ethical systems of American Protestantism, Roman be repeated with the approval of the department. areas of their research projects. Prerequisite: senior Catholicism, and Judaism. Offered alternate years. (RE230N is designated a non-Western course.) standing in religious study major. S. Murray The Department J. Smith, M. Stange, or L. Silvers-Alario

148 American Taste Cycles of Marriage and Divorce Scribner Seminars An interdisciplinary analysis of the evolution of During the past century, the number of marriages American cuisine from 1600 to the present. ending in divorce reached historically unprecedented Director of the First-Year Experience: Michael Beginning with a taste of Native American food, we rates. At the beginning of this century, couples previ- Arnush will explore regional food patterns of the colonial peri- ously excluded from marriage are nevertheless eager od, consider the development of distinctively to wed. Students in this seminar investigate continu- Administrative Coordinator: Chrisana McGill American styles of cooking and eating in the nine- ities and changes in marriage—both as a social insti- teenth century, and pay special attention to the tution and as a private experience of two people. All Scribner Seminars are interdisciplinary. The effects of immigration. We will then explore the Drawing on research studies and expressive narra- seminars invite students to think about the lib- impact of science, business, technology, globaliza- tives, we explore how social scientific and literary tion, and changing family patterns on food in the approaches differ and intersect in illuminating cycles eral arts as a whole, to challenge their precon- United States in the twentieth and twenty-first cen- of marriage and divorce. ceived notions about inquiry and knowledge, to turies. M. Lynn, American Studies S. Walzer, Sociology, Anthropology, and Social Work examine issues from multiple perspectives, and to make connections across disciplines. China and the West: The Myth of the Other Dangerous Earth: Climatologic and Geologic Faculty instructors participate not only as spe- What shapes our images of the Other? How do peo- Disasters cialists in particular fields of knowledge, but as ple perceive the Other in a given historical period or Who will be the victims of the next natural disaster? models of people who have themselves been in certain cultural milieus? In this course, we will When, where, and why will it occur? Can we safe- liberally educated, and are thus able to apply introduce and examine the experience of the Other guard our communities? In this seminar, students their thinking to a variety of new as well as from both Chinese and Western standpoints. examine the diverse ways in which climatologic and Students will look at China as an idealized utopia in geologic phenomena influence human lives and activ- familiar experiences. the eyes of some eighteenth-century Europeans or ities, the root causes of disaster phenomena, and the as the land of ignorance described in some early principles that render seemingly random natural dis- SSP 100. SCRIBNER SEMINAR 4 modern literature. Students will also explore various asters comprehensible and predictable. Through case These interdisciplinary seminars introduce students Chinese responses to the West. In discussing such studies and research projects, students will investi- to perspectives on a particular subject of inquiry. issues as orientalism vs. occidentalism, and cultural gate a variety of hazards, such as floods, droughts, Each seminar, limited to 15 first-year students, allows relativism vs. universalism, we will examine the hurricanes, volcanic eruptions, earthquakes, and participants to work together closely and also acts as polemics of cultural difference in ethical terms. tsunamis, and will explore the extent to which these a foundation and context for future college studies. M. Chen, Foreign Languages and Literatures events are regulated by cyclic and/or periodic earth Faculty instructors develop the seminar theme processes. This will enable students to make predic- around their research and scholarly interests. In addi- Cities of Dreadful Delight: The Latin American tions and develop scenarios to mitigate against tion, faculty instructors serve as the mentors and Urban Experience potential effects of future natural disasters. We will advisors to the students enrolled in the seminars. In this seminar, students explore the role of the city in also examine the influence of diverse cultural per- During each seminar, students enhance their abilities the development of Latin American societies and cul- spectives about the causes and effects of natural dis- to read critically, communicate ideas both orally and tures from pre-colonial times to the present. Latin asters on a community’s ability to respond effectively in writing, and relate the seminar to their educational America’s capital cities, in particular, encapsulate a to a disaster event. K. Marsella, Geosciences goals. All first-year students must take one Scribner country’s political, industrial, financial, commercial, Seminar in their first semester. This course must be entertainment, intellectual, cultural, and religious The Debate About Women in the Middle Ages taken for a letter grade. identities. On their streets and in their public and pri- The medieval debate about women had enduring vate buildings, which have been built and rebuilt for impact upon Western ideas about gender and author- Africa Through Its Changing Cinema hundreds of years, rich and poor, native and immi- ity. In this seminar, we will study questions raised by In this seminar, we explore through film and other grant, men, women and children have worked, cele- medieval theologians, philosophers, poets, artists, visual documents the causes and effects of colonial- brated, rioted, studied, created, voted, fought, thrived, and critics about the nature of women, their abilities, ism on the African people, their society, and their cul- suffered, loved, hated, demonstrated, and lived. virtues and vices, their power, and their proper rela- ture. The colonial experience, in all its political and Students focus on Mexico City (Mexico) and Buenos tion to men. We will explore the implications of these psychological aspects, provides a historical, econom- Aires (Argentina) as the case studies in which to read questions both in medieval terms and in light of mod- ic, social, and aesthetic context in which to study and the evidence of the historical, political, social, eco- ern critical, historical, and especially feminist discus- understand African film. Although our main focus is nomic, and cultural life in continental Spanish sions. K. Greenspan, English Sub-Saharan Africa from the Second World War to America, since many characteristics of their urban the present, we will refer, whenever pertinent, to the experience are shared by other cities throughout the Democracy Inaction North African filmmaking experience in our discus- continent. Supplementary materials from port cities What does it mean to be democratic? We speak of sions. We will examine the practice of filmmaking in like Havana (Cuba) and from Rio de Janeiro and living in a democratic society, we refer to the Africa, the forces that shape this practice, and strate- Brasilia (Brazil), which began as Portuguese Republican and Democratic parties, and yet do we gies of reading this creative medium. colonies, will provide some contrast, and student understand what those terms signify, and what being H. Jaouad, Foreign Languages and Literatures projects on other key urban centers will conclude the “democratic” really conveys? We will look for answers seminar. J. Dym, History, and P. Rubio, first far in the past, with the ancient Greeks and their African Arts from the Old World to the New Foreign Languages and Literatures experiment with demokratia, and the Roman govern- What do art, language, and music have to do with the ment of the res publica. Students will conduct close slave trade? In this seminar, we examine continuities Coming of Age: Food, Drugs and Sex After the readings of treatises such as Plato’s Apology and and changes in the visual verbal and musical arts Biotech Revolution Aristotle’s Athenian Constitution, the histories of transmitted from Africa to the New World through the The discovery of the DNA double helix by Watson Herodotus and Thucydides, Livy and Polybius, trans-Atlantic slave trade. We begin by analyzing arts and Crick in 1953 sparked a revolution in science tragedies and comedies like Aeschylus’ Oresteia and in their traditional African setting, and with an eye to that fundamentally changed our approach to such Aristophanes’ Wasps, and ancient Greek and Roman their interconnectedness, the role they play in build- complex problems as human disease, famine, drug law codes; and will examine the archaeological ing a sense of community and their likelihood for sur- design, and fertility. Students in this seminar will remains of ancient, civic Athens and republican vival in the New World. We then turn to the arts of explore the beauty of DNA structure and the power- Rome. The seminar will also examine a very modern Black cultures of Brazil, Haiti, the Caribbean, and the ful, modern techniques used to understand and and public exercise of democracy—the local United States. Analyzing these arts within their proper manipulate this fascinating molecule. But what are November elections for City Council in Saratoga historical and cultural framework, and from a variety the consequences of our ability to alter the genetic Springs—as a living laboratory for the contemporary of disciplines (art history, anthropology, history, folk- blueprint of an organism? Together, we will grapple American conception of democracy. Students will lore, comparative literature, and ethnomusicology), with ethical issues associated with genetically modi- analyze Saratoga Springs’ city charter, examine local we consider their relationship to the arts of Africa, fied organisms (GMOs), stem cell research, gene monuments that celebrate democratic practices, cri- and, as well, how cultures use them in constructing therapy, and the possibility of selecting the traits of tique Jon Stewart’s irreverent America (The Book): their New World identities. our offspring. M. Frey, Chemistry A Citizen’s Guide to Democracy Inaction, investigate L. Aronson, Art and Art History local campaigns and candidates, and participate in the elections. For a final project, students will craft proposals for contemporary, functioning democratic systems based upon their study of ancient and modern democracies. M. Arnush, Classics

149 Detective Fictions, Dark Designs (London) Environmental Problems. Economic Solutions? The Good Life in Ancient Greek Philosophy and An introduction to the interdisciplinary study of crime Does the solution to the Earth’s environmental prob- Literature fiction. Students will examine crime fiction’s history lems depend upon the profit motive inherent in the All of us want to live a good life. Yet since there are and evolution, particularly with regard to the genre’s economic systems that cause these problems in the many different goods in human life, such as health, status as popular literature. Simultaneously, we will first place? This seminar examines how the corporate wealth, fame, education and virtue, which is to be study its sociological dimension, which makes of need for economic profit and the insatiable consumer given priority when they conflict? Can one be a good detective fiction the morally ambiguous site for the desire for new products lead to environmental ills person without being happy and vice versa? If so, representation of criminals and of behavioral taboos. such as the pollution of air and ground water, the which is most essential to the good life, morality or Finally, we will experience its cross-cultural dimen- devastation of ecosystems, and the degradation of happiness? And are we in full control of the goodness sion, with London and Los Angeles serving as geo- natural resources. Should the government take on of our lives or are there factors (God, fate, chance) graphical counterpoints for comparing British and the role of legislating “command and control” environ- beyond our control and even our understanding? And American examples of the genre. Beginning with the mental regulation or can these problems be solved to whom can we turn for the answers? The Ancient invention of the armchair detective in several tales by through profit-based conservation? Students in this Greeks asked these questions in a radical way and, Edgar Allen Poe, we will study sleuths and gumshoes seminar will critique cases in which command and far from dogmatically accepting any particular in writers such as Arthur Conan Doyle, Josephine control legislation, profit-based conservation, or a answers and reaching any final consensus, they Tey, Dorothy Sayers, Raymond Chandler, and combination of the two have been used to combat remained deeply divided not only about the answers, Michael Connelly; and in films such as Chinatown, environmental problems. Each student will develop a but also about how to approach the questions. While L.A. Confidential, and The Usual Suspects. seminar project critiquing a specific environmental we might consider the above questions “philosophi- J. Anzalone, Foreign Languages and Literatures, problem and positing an appropriate policy solution. cal,” in Ancient Greece they were equally the concern and R. Copans, College Librarian L. Vargha, Economics of the poet, artist, playwright, and historian. Thus we will study Homer’s Iliad; plays by the comic poet Educating Citizens for the American Republic The Ethics of Tobacco and Alcohol Advertising Aristophanes and the tragedians Sophocles and Drawing on the writings of a number of prominent The advertising of tobacco and alcohol products is Euripides; an account of war and imperialism by the American citizens, we will consider the education that dynamic and controversial. What aspects of it are historian Thucydides; dialogues by Plato on piety, is fitting for citizens of a republic, who prize freedom socially responsible or irresponsible, profitable or gra- civil disobedience, and the rhetoric of power; and lec- and equality. American thinkers have long noticed tuitous, politically correct or incorrect, moral or tures on ethics by Aristotle. We will also give some that American democracy requires certain moral and immoral? As a society changes, so too do its per- consideration to the ideals and values embodied in intellectual virtues of its citizens. What are these spectives on these questions. Students in this semi- the visual arts. The goal in studying these works of virtues? What sort of education will foster them? We nar study how a range of factors shape—and are the Ancient Greeks will be for them to have a funda- will begin our study of these questions with readings shaped by—tobacco and alcohol advertising: social mental impact on how you see your own life today. from the colonial period and continue with selected structures, economic forces, politics, law and ethics. F. Gonzalez, Philosophy and Religion writings by nineteenth and twentieth century authors. In addition, we will analyze various persuasive tech- We will conclude the seminar by considering the edu- niques that advertisers use to try to influence peo- The Hudson River in American Life cation offered at liberal arts colleges, which have ples’ attitudes and opinions toward such products Why the Hudson? Far more than a short river flowing been described as “distinctively American.” Students C. Page, Management and Business through New York State, the Hudson is a thread that will meet some of America’s great political, historical, runs through the fabric of four centuries of American and literary figures, while formulating their aspirations Genes and Generation history, through the development of American civiliza- for their own educations. N. Taylor, Government Aristotle argued that females contribute the “raw tion—its culture, its community, and its conscious- material” for an offspring and males contribute a force ness. For those living in the United States the Emerging Diseases: Global Challenges to Human that shapes it into an organism. Beginning with this Hudson is the river of firsts: the first great river Health ancient Greek account of generation, students study explorers came upon when they arrived in the New Recent outbreaks of new and re-emerging diseases, explanations of the generation of organisms from his- World; the first river that led explorers into the conti- including AIDS, Ebola, tuberculosis, and cholera, torical and scientific perspectives. We compare nent’s uncharted interior; the river that was the first have challenged the ways we think about biological Aristotle’s concept of generation to later scientific the- line of defense in the American Revolution; the river and social factors that cause human suffering. In this ories typical of the 17th to 19th centuries, including of America’s first writers, the river that inspired seminar, students approach disease from several spontaneous generation, vitalism, epigenesis and the America’s first great painters; the river millions of perspectives, integrating public health, environmental idea that germ cells contain a tiny version of the immigrants first encountered when they stepped off studies, and medical anthropology. We aim to under- organism that develops into the adult. We follow the their boats onto their new land; the river whose deep stand the global nature of emerging infectious dis- demise of some of these theories and the transforma- water port helped New York City become the nation’s eases and learn about factors affecting how we rec- tion of others into the modern concepts of genes and foremost financial center; the river that inspired ognize, control, prevent, and treat these diseases. developmental biology, and end with a discussion of America’s first conservationists. And in the late twen- Students develop seminar projects that analyze dis- current perspectives on the role of genes in the tieth century, after suffering extraordinary degrada- ease outbreaks in various countries: how does the development of organisms. B. Possidente, Biology tion, the river became the first battleground of envi- spread of new diseases relate to social inequality? ronmentalists. All these firsts in a landscape that New medical technologies? Drug policies? Global cli- numerous authors have prized for its mystery, mate change? Studying infectious diseases gives us romance and ineffable beauty. This interdisciplinary a powerful example of how methods in medical and seminar should appeal to students interested in histo- social sciences come together in addressing health ry, art history, literature, biology, and the environment. problems. It will include field trips to the artist Frederick Edwin M. Ennis-McMillan, Sociology, Church’s house, Olana, the Saratoga battlefield and Anthropology, and Social Work West Point, and will provide opportunities for individual study on a variety of topics. T. Lewis, English

150 The Human Body—From Science to Society Ireland: Myth, Reality, Conflict, Identity The Music Between Us: The Culture of Musical What happens to the human body when science and Ireland did not really enter the 20th century until Creation and Consumption society clash? What types of decisions do we make nearly the end of it. Yet, when it did so, it was at a Music can bind us together and drive us apart. Music about food, exercise, body weight, and anti-aging dizzying pace. We will explore, in a broad interdisci- is an element of our individuality and can help us dis- products? Do we make decision about health care, plinary manner, patterns of modern and contempo- appear into a group. How do individuals define them- exercise and wellness based upon societal norms or rary Irish life and culture, Ireland’s unique “sense of selves in the context of musical communities? What informed science? In this seminar, students will place,” and finally, the issue of Irish identity (including kinds of communities are there? How can we explore the myriad of physiological and sociocultural the conflict between the “two traditions” in Northern describe musical communities? What is the relation- factors that cause or contribute to certain human Ireland). We set aside simplified stereotypes of the ship between musical change and social change in health conditions. Students will investigate such top- Irish and explore instead the diversity and plurality of the context of these communities? What is the role of ics as ideal body weight, body image, proper diet, Irish identity. Ultimately, we seek to answer such music in the relationship between the self and socie- and appropriate exercise regimens. Additionally, stu- questions as: What does it mean to be Irish in an ty? This seminar will reason through a number of dents will consider how perceptions of exercise, fit- Ireland that has radically changed the way it views descriptions of how humans employ music to define ness, and health are influenced by aging, physical itself and the world? Can the Irish remain the most themselves. G. Thompson, Music disability, or injury. P. Fehling, Exercise Science “globalized” economy in the world, without becoming less Irish? If the country buries its past, what will On the Stage and in Your Face: American Political Human Colonization of Space replace it? J. Kennelly, Management and Business and Activist Theater Our current exploration of space points to eventual Students explore American political and activist the- extraterrestrial human colonies. In fact, much of the Italy, Fascism, and Jews ater in the 1930s, 1960s, and 1990s from the per- technology to begin small colonies already exists, Mussolini marched on Rome in 1922 with a group of spectives of history and performance. Students will and some anthropologists argue that it is the nature Black Shirts. What happened before and after this analyze major events and issues along with the vari- of humankind to explore and settle new “lands,” even historic moment is the subject of this seminar. Who ous play texts and performance styles and strategies when that means leaving the earth. In this seminar, challenged the legitimacy of the government? How that emerged to move social and political agendas students explore the issues involved in making policy was Mussolini’s Fascism able to last twenty-two forward. Through close readings of historical docu- decisions in this area, including technological limita- years? Italian Jews were an integral part of the politi- ments, essays on performance theory, and viewing tions, political and economic motives, the possible cal process until the Racial Laws in 1938, but who videos of performances, students will analyze the catastrophic destruction of earth, and the biological are Italy’s Jews? We explore the history and culture concepts of activism as performance and perform- and psychological development of individuals within a (holidays and cuisine) of Jews from the first colony in ance as activism. At the end of the semester, stu- small, extremely isolated society. Rome till the end of World War II. Historic texts, nov- dents will conceptualize, construct, and perform a M. Crone Odekon, Physics els, memoirs, films, and political science treatises short activist theater piece. C. Anderson, Theater uncover different perspectives on the rise and fall of Human Dilemmas Fascism, anti-Semitism, and the survival of Italy and The Painters’ Canon: Landscape, Still Life, Figure As you begin college, you are confronting the recur- the Italian Jewish community. What, if anything, do contemporary artists owe to the ring dilemmas that define and shape our lives: Who S. Smith, Foreign Languages and Literatures past? For more than a thousand years artists in dif- am I? What exactly am I? What is my relationship to ferent cultures created images falling into three broad others? What is my responsibility to them and to the Mathematics and the Art of M.C. Escher categories: landscape, still life, and figure. The major- world? As biologist E. O. Wilson contends in his 2003 How did Escher bend the rules of perspective to cre- ity of these paintings followed long-held cultural tradi- book The Future of Life, life is “an insoluble problem, ate a castle where its inhabitants are walking ever tions and artisan/artist criteria. Today there is little or a dynamic process in search of an indefinable goal. upward or downward on a staircase, without getting no consensus on painting norms; therefore, contem- [It is] neither a celebration nor a spectacle but rather, any higher or lower? What would it be like to live in a porary painters and students of art must make indi- as a later philosopher put it, a predicament” (xxii). non-Euclidean world where the sum of the angles of a vidual and informed choices. Students in this seminar “Human Dilemmas” will challenge your conventional triangle are less than 180 degrees, or where we could will create art as well as study art and examine paint- assumptions surrounding these predicaments as we create an octagonal room with eight right angles? Or ings in the three categories from various times and focus our attention on interdisciplinary readings, criti- do we? As well as examining these questions, stu- cultures, including contemporary trends. Students will cal thinking, and academic inquiry. Debates, field dents in this seminar explore the relationship between write essays about the various criteria identified and trips, and writing will move us toward an understand- Escher’s art and the underlying mathematical themes apply the findings from their research to the creation ing of what it means to be human in our contempo- and consider the artist’s success at achieving a visual of small paintings. D. Miller, Art and Art History rary world. M. DiSanto-Rose, Dance; R. Giguere, representation of mathematical ideas. M. Hofmann, Chemistry; S. Layden, HEOP; M. Marx, English; Mathematics & Computer Science The Philosophic Basis of the American Founding L. Rosengarten, HEOP; P. Roth, English; What are the philosophic principles of the liberal R. Rotheim, Economics; S. Solomon, Psychology Minority Rights in a Majority-Driven Democracy democracy under which we live? After examining the When the “majority rules,” what happens to the rights thought of the Christian political thinkers who had The Idea of Freedom of the non-majority? Students in this seminar explore originally guided political life in the new world—the What does it mean to be free, and why is freedom how minority rights are protected (or not) in a majori- political thought that our founders rejected—we turn important? Questions about the nature and value of ty-run democracy. We will examine the history, law, to the work of John Locke, the philosopher who laid human freedom arise at multiple levels. For example, public policy, and popular opinion regarding three out most clearly and explicitly a wholly new under- do we have free will, or are all of our actions ultimate- specific issues: the right of gays to marry; the rights standing of political life, especially through his argu- ly determined by causes outside our control? What of the religious (of varying faiths) to practice their ment for individual natural rights. We then turn to the kind of freedom does moral responsibility require? faith freely; and the role of affirmative action in our writings of the American founders, especially of Finally, what would a genuinely free society look culture. Students will read and analyze cases and Jefferson, Madison, Hamilton, Jay, and the “Anti- like—that is, what social, political, and economic con- legal briefs, perform debates, give oral presentations, Federalists,” to see how Locke’s understanding of ditions must be satisfied if human beings are to live and write both analytic and persuasive papers. human beings came to guide those who were victori- fully autonomous lives? In this seminar, students C. Kopec, Management and Business ous in the debate over what the guiding principles of explore these interrelated questions about freedom the new American regime would be. We conclude the from an interdisciplinary perspective. We study main- The Mind’s I seminar with an examination of slavery in the writings ly historical and contemporary texts in philosophy and The unconscious is not an object or place or part of of Fredrick Douglass, and with Lincoln’s attempt to political theory. But students also distinguish and the body, but an imaginary construction. What it is, defeat slavery by appeal to the original principles of draw connections between these disciplines and oth- where it is, what it contains, and how it relates to the the founding. The seminar will introduce students to ers such as literature, women’s studies, and econom- conscious self are questions that have generated the close study of texts in political philosophy, political ics. Authors studied include Aristotle, Hobbes, Hume, vastly different responses from scientists, philoso- theology, constitutional thought, political rhetoric, his- Reid, Kant, Rousseau, Hegel, Mill, Wollstonecraft, phers, artists, and writers, who have represented the tory, and literature. T. Burns, Government Aldous Huxley, Amartya Sen, and Barbara unconscious in various and colorful ways: as a repos- Ehrenreich. M. Rohlf, Philosophy and Religion itory of memories, as a primal wilderness, as a mys- terious archaeological site, and even as a separate personality. In this seminar, we’ll examine writings about the unconscious to ask questions about human nature, free will, sources of creativity, and, not least, how one develops a sense of true self. L. Simon, English

151 Psychological Theories of Social Justice Sexualities/Textualities In this seminar, students will learn to think critically An exploration of the centrality of writing to the cre- Self-Determined Major about a variety of social justice issues and policies in ation, promulgation, and enforcement of human sexu- the areas of redistributive justice, procedural justice, alities. We will focus on the written word as a place A qualified student may pursue an interest distributive justice, and expressive justice. These the- where an otherwise amorphous network of desires through a program not necessarily contained ories have relevance to issues related to criminal jus- gets clarified and organized, deployed and policed. within or related to a major department. The tice, justice in the course and in legal proceedings, From Plain Talks on Avoided Subjects, a popular self-determined major is neither a double justice in the workplace, justice in war, and politics nineteenth-century guidebook for the young, to The major nor an interdepartmental major. In and justice in international affairs. Using different Flame and the Flower, a Harlequin romance from the recent years, self-determined majors have social and psychological frameworks, students will early 1970s, we will explore the ways in which sex included such areas as medieval studies, arts analyze theories of punishment and the use of the becomes text. We will position these sometimes- death penalty, ideas of what it means to be responsi- bizarre popular texts in the context of medical, scien- administration, sports management, environ- ble for a crime and competent to testify in court, tific, and philosophic discourses, including the work of mental studies, law and society, and Italian analyses of affirmative action policies, considerations Freud, Foucault, and Kinsey, in an attempt to under- studies. The degree program must contain a of justice warfare and problems of global poverty, and stand the relation between the written word and the core of not fewer than ten courses pertinent to definitions of human rights. In our analyses, we will ways in which we live and imagine human sexual the student’s central interest, one of these consider multiple questions such as: What is a just identity. M. Stokes, English being an independent study project that inte- way to punish people who commit crimes? Do tough grates this core of courses, or a senior semi- prison policies help deter crime and make society The Verbal/Visual Encounter in the Western nar or colloquium in which a main project safer? Is the “not guilty by reason of insanity” verdict Tradition achieves the same goal. Self-determined just? Can young children serve as credible witnesses Through Western culture, one can trace a long tradi- in court? How fair is affirmative action? Are human tion of written literary texts—lyric and epic poems, majors must meet the all-college requirements, rights culturally universal? Is justice gender biased? novels, critical essays—that describe visual works of including the maturity-level requirement. Why do we go to war, and is there such a thing as a art and that ask their readers to reflect about the fun- “just war”? V. Murphy-Berman, Psychology damentally different natures of reading and seeing. The student proposes a course of study to the On the other hand, innumerable paintings and stat- Subcommittee on Self-Determined Majors Robot Design ues use scenes and characters from written works as through the chair of the subcommittee. Today’s robots do things that humans can’t or don’t a topic for visual representation. In this seminar, we Normally, a student will apply during the want to do: find and defuse bombs, navigate the will explore this fascinating interplay between the spring of the sophomore year. A self-deter- Martian landscape gathering geological data, vacuum written and the visual arts historically and thematical- floors in houses. In a series of team projects, students ly. To grasp more specifically the shape and intrica- mined-major proposal must be submitted no will integrate tools from several scientific disciplines to cies of the topic, we will first examine how the writ- later than October 15 of the junior year or its design robots using the Lego Mindstorms Robotics ten/visual interaction surfaces in certain twentieth- equivalent. Invention System. Students will learn how designing a century texts. We will then go back to the first major robot is affected by factors such as the laws of text of Western Literature, Homer’s Iliad, and analyze Students seeking departmental honors at physics, choice among programming languages, and how the written/visual interplay finds its original artic- graduation must submit their final project to the the imprecise nature of physical measurement and ulation in the way Homer describes the shield that subcommittee for evaluation. There are two computer calculations. The student teams will docu- Hephaïstos crafts for Achilles. At this point we will fol- conditions for giving a final project honors: ment and present their projects to the class. low the phenomenon chronologically, bringing our A. Dean, Mathematics and Computer Science investigations into the twentieth and twenty-first centuries. 1. the advisors assess it to be excellent and of Saratoga: People & Place Past & Present M. Wiesmann, Foreign Languages and Literatures honors caliber; Welcome to Saratoga Springs—your home for the next four years! In this seminar we will explore our The Virtual Republic: American Politics in the 2. the Self-Determined Majors Subcommittee, town, learn its rich history, and meet its people, past Media Age based on the advisors’ assessments and its and present, to understand how individuals and Is the American “mediathon” sapping the public’s members’ judgments, deems it worthy of groups shape communities and how communities interest in, engagement with, and knowledge of poli- honors. In instances when the subcommit- shape individuals and groups. We will draw ideas and tics? In this seminar, students explore the influence of tee is not sufficiently knowledgeable about methods from the social sciences, insights from the the mass media on political debate, political engage- arts, and perspectives from history. You will meet and ment, and public policy in the United States. We trace the subject of a final project to assess it, a talk with Saratogians of all sorts—come-heres and the development of the mass media from the turn of faculty member knowledgeable in the sub- been-heres, Republicans and Democrats and the 20th century to the present, assessing critically ject will advise them. Independents, business people and social workers, the claim that this development has contributed to an young and old and in between, citizens of all sorts. increasing coarsening of political discourse, a growth Detailed procedures for establishing a self- We will go beyond our campus to explore Saratoga’s in public disaffection with politics, and a diminution of determined major may be obtained from the streets and alleys, its nooks and crannies—a “hid- the government’s capacity to solve pressing social Office of the Dean of Studies or from the chair den” library that few natives know, a coffee house and economic problems. We will examine the effect of the subcommittee, Roy Rotheim, where American Pie was first performed, a Victorian of radio and television on political oratory, the genesis cemetery, and a church with Tiffany windows. We will and evolution of “political marketing,” the rise of an Department of Economics. share many readings and speakers in our seminar, adversarial press, and the implications of the “new but you will also explore in depth an issue of special media” for American politics. R. Seyb, Government interest to you. In sum, this seminar on Saratoga will foster your sense of place. War and Peace and Eugene Onegin in Literature W. Fox, Sociology, Anthropology, and Social Work and the Performing Arts Through a mix of reading, watching, listening, writing, The Search for Pattern and Symmetry and discussion, students will examine two great Students in this seminar examine the role and signifi- works of Russian literature and their transformation cance of symmetry and pattern in diverse domains of into performance. We will study Tolstoy’s epic novel, nature and of human endeavor. It is surprising how War and Peace, and Pushkin’s epic poem, Eugene broad a variety of disciplines share a common canon Onegin. These will be supplemented by operatic, bal- of criteria for a “good” design: repetition, harmony, letic, and dramatic performances inspired by the and variety. The study of examples from the earth texts. I. Brown, Dance and the heavens, from human visual and auditory art, from language and literature, and from rhetoric and reasoning will show symmetry (or a lack of it) as a crucial component of form and content. D. Hurwitz, Mathematics and Computer Science

152 Social Work Students serve as beginning social workers SW 219. VOLUNTEERISM 3 four days per week for a minimum of 400 A course designed to involve the students in community service and to encourage reflection on their Chair of the Department of Sociology, hours over the course of the semester. This experience provides them with opportunities to experiences. Students volunteer their services in Anthropology, and Social Work: David Karp local nonprofit agencies for six to eight hours a week. apply knowledge and skills gained in the class- Students learn to assume the role of a volunteer: to Associate Chair: Michael Ennis-McMillan room in an agency setting. They are integrated understand the history of the voluntary sector; to into the field experience as regular staff and examine the role of voluntary activity on American Director of the Social Work Program: Crystal assume the functions of beginning social work life; to research the needs and problems of the popu- D. Moore practitioners in such roles as counselors, lation they serve; and, to demonstrate an awareness advocates, and researchers. They receive of the salience of race, ethnicity, gender, and class in supervision from agency field instructors and the performance of community service. Associate Professors: Margaret N. Tacardon, The Department *Thomas P. Oles support through ongoing monitoring of the placement by the social work program. SW 222. INTRODUCTION TO SOCIAL WORK Assistant Professor: Crystal D. Moore Students also meet in a weekly seminar to dis- AND SOCIAL WELFARE 3 cuss their field experiences and professional Introduction to social welfare and the field of social The Social Work Program is accredited by the development. work from a historical, educational, and theoretical Council on Social Work Education at the bac- perspective. The course explores the values, knowl- calaureate level. The major has two primary HONORS: Students desiring departmental edge and skills required in the profession, along with their practical application in the field, and factors objectives: to prepare students for beginning- honors in social work must meet the requisite grade-point average and must be recommend- affecting social work practice, e.g., class, gender, level generalist social work practice; and to race. (Fulfills social sciences requirement.) C. Moore prepare students for graduate study in social ed by their agency field instructors and the faculty coordinator of field instruction. work. The social work curriculum stresses SW 224. SPECIAL STUDIES IN SOCIAL WORK 3 integrating knowledge of human behavior, One topic of current interest in an area of social work. social welfare policy and services, and SW 212C. SOCIAL WORK VALUES AND Topics will vary from year to year depending on inter- POPULATIONS-AT-RISK 3 ests of faculty and needs of students, and might research, with the values and skills of the This course introduces social work values; it provides social work profession. include social work practice with alcoholism and nar- students an opportunity to identify and clarify conflict- cotic addiction, social work in correctional settings, ing values and ethical dilemmas; and, it examines the social work with the developmentally disabled, social THE SOCIAL WORK MAJOR: The major leads impact of discrimination, economic deprivation, and work with the aged, advocacy in social work, or the to a bachelor of science degree. The social oppression on groups distinguished by race, ethnicity, dynamics of racism in social work practice. work major must successfully complete the fol- culture, class, gender, sexual orientation, religion, The Department lowing ten courses in social work for a total of physical or mental ability, age, and national origin. Students learn assessment and intervention skills forty-one credit hours: SW212, 222, 241, 253, SW 225. SOCIAL WORK WITH CHILDREN AND that enable social workers to serve diverse popula- ADOLESCENTS 3 333, 334, 338, 340, 381, and 382. tions and to promote social and economic justice. Reviews conceptions of and approaches to working (Fulfills social sciences requirement; fulfills cultural with troubled children and adolescents. Topics POLICIES AND PROCEDURES diversity requirement.) M. Tacardon Admission: Students must apply for admission include divorce, child abuse, learning difficulties, substance abuse, delinquency, foster care, and parent- to the social work major during their sopho- SW 214. DEATH AND DYING 3 child conflict. The Department more year. Selection is based on demonstrat- Analyses of death and dying from historical, cultural, and religious perspectives. Examination of theories of ed academic competence, a willingness to SW 241. RESEARCH FOR THE HUMAN grief and mourning processes and of death-related abide by the profession’s code of ethics, and SERVICES 4 practices such as wills and funerals. Review of suitability for beginning professional practice. Examination of the research process used by human approaches to and strategies for working with the service professionals. Students learn about social sci- Applications for admission are available from dying and their families. Students may examine their ence methodology from the perspective of a future social work faculty. Students planning on going own attitudes toward death and dying. (Fulfills LS2 practitioner and research consumer. Topics include: abroad should talk with the program director in requirement.) C. Moore their first year. problem formulation, measurement, design, qualitative and quantitative modes of observation, data col- SW 217. OBSESSIONS AND ADDICTIONS 3 lection and analysis. The course addresses practical Senior-Year Field Experience. The social work Approaches to individual situations and cultural varia- issues such as single-subject design, program evalu- major culminates in a field experience in the tions in compulsive and addictive behaviors related to ation and the ethical dilemmas involved in conducting spring semester of the senior year. Students such matters as drugs, gambling, love, work, and human subject research. Laboratory time is used for must complete all course prerequisites prior to material success. This course uses a comprehensive students to work directly with instruments and data. view of human addictions that involves a person’s C. Moore enrolling in the field practicum. In addition, the expectations, values, sense of self-worth, and alter- nature of the field experience requires that the native opportunities for gratification and treatment. SW 253. HUMAN BEHAVIOR AND THE SOCIAL department reserves the right to deny enroll- (Fulfills LS2 requirement.) M. Tacardon ment in the field practicum to any student, if in ENVIRONMENT 3 A multidisciplinary examination of theories and knowl- the judgment of the faculty that student’s SW 218. PRISONS IN AMERICA 3 edge of human bio-psycho-social development from scholastic or professional preparation for An examination of the American prison system. The birth through later years. The course draws on beginning social work practice is insufficient. course presents an historical review of prisons, as research from biology, psychology, sociology, anthro- well as theoretical and practical perspectives on the pology, and political science to study the impact of current state of penal institutions. Specific topics biological, psychological, social, and cultural systems include prison reform, the purpose of incarceration, on health and well-being. Students explore the range and a variety of criticisms currently directed at the of social systems in which individuals live (families, prison system. (Fulfills LS2 requirement.) groups, communities, and organizations) and study M.Tacardon the importance of ethnicity, culture, gender, disability, and other elements of diversity in human development. The Department

153 SW 298. EXPLORATIONS IN SOCIAL WORK 1 SW 340. FIELD PREPARATION SEMINAR 2 A topical workshop, seminar, discussion group, serv- Provides historical and current context for under- Sociology ice learning experience, or research project that can standing the requirement of field instruction in social link to a regular Social Work course or serve as a work programs. Students explore social work partner- Chair of the Department of Sociology, freestanding course. Courses integrating an explo- ship with community agencies, the supervision Anthropology, and Social Work: David Karp ration in social work carry four rather than three credit process, and ways to enrich the practicum experi- hours. The course may be repeated. Prerequisite: ence. Through in-class discussion, individual meet- Associate Chair: Michael C. Ennis-McMillan Permission of instructor. The Department ings with the instructor, and on-site agency interviews, students assess their areas of interest, profes- Professors: William Fox, Catherine White SW 299. PROFESSIONAL INTERNSHIP IN sional and academic goals, and potential field Berheide SOCIAL WORK 3 or 6 practicum placements for SW 382, offered during the Internship opportunity for students whose academic spring semester. Prerequisite: Permission of instruc- and cocurricular work has prepared them for profes- tor. Open only to senior social work majors. Non-lib- Associate Professors: John Brueggemann, sional activity related to social work. With faculty eral arts. M. Tacardon David R. Karp, Susan Walzer sponsorship and department approval, students may design experiences in such areas as direct work with SW 371, 372. INDEPENDENT STUDY 3, 3 Assistant Professor: Rik Scarce specific populations, community organizations, and Individual reading and/or research in social work social welfare management, administration, and under the guidance of a member of the department. Lecturer: Gabriel Aquino research. Prerequisite: SW333 or 334 or permission Open with consent of the department to qualified stu- of faculty sponsor. Non-liberal arts. The Department dents. Individual conferences to be arranged. Sociology is the scientific study of the way The Department groups are organized, how they function, how SW 333. SOCIAL WORK PRACTICE WITH INDIVIDUALS AND FAMILIES 4 SW 381. SOCIAL WORK FIELD PRACTICUM they change, and how they influence and are Course designed to prepare students for entry-level SEMINAR 3 influenced by human behavior. The sociology generalist social work practice with diverse individu- Provides discussion and analysis of practicum-related curriculum analyzes both small-scale social als and families. Students will gain the knowledge, experiences and professional issues. A major pur- interaction and large-scale social structures. skills, and values needed for beginning practice dur- pose of the seminars is the development of profes- The sociology major includes course work in ing all phases of the helping process. Critical thinking sional judgment through examination of cases and social theory as well as research methods and skills and the use of research-based knowledge will practice situations encountered in field instruction. statistics. Seniors carry out empirical research also be emphasized. The additional credit hour will Prerequisites: all required social work courses and projects in the Senior Seminar offered each provide students with opportunities to observe micro permission of instructor. Open only to senior social social work practice in a field setting and complete work majors. Non-liberal arts. M. Tacardon fall. A sociology major prepares students for integrative assignments. Prerequisites: SW212, 222, graduate education in sociology, law, business, and permission of instructor. Non-liberal arts. SW 382. SOCIAL WORK FIELD PRACTICUM 12 criminal justice, urban planning, social work, C. Moore Thirty-five hours per week spent in social service and other fields requiring knowledge of social agencies and related organizations in Saratoga science as well as for careers in teaching, SW 334. SOCIAL WORK PRACTICE WITH County and the surrounding area. Specific place- research, business, law, and other profession- GROUPS, ORGANIZATIONS, AND ments made according to academic interests and al fields related to the graduate programs COMMUNITIES 4 needs of individual students. Prerequisites: all cited. Most importantly, though, a sociology Course designed to prepare students for entry-level required social work courses and permission of major increases students’ awareness of social generalist social work practice with treatment and instructor. Offered only to senior social work majors. task groups, organizations, and communities. Non-liberal arts. M. Tacardon forces affecting their lives, thereby increasing Students will gain the knowledge, skills, and values competence in dealing critically and construc- needed for beginning practice during all phases of SW 398. ADVANCED EXPLORATIONS IN tively with public as well as personal issues. the helping process. Critical thinking skills and the SOCIAL WORK 1 use of research-based knowledge will also be A topical workshop, seminar, discussion group, serv- THE SOCIOLOGY MAJOR: The sociology emphasized. The additional credit hour will provide ice learning experience, or research project that can major must successfully complete at least thir- students with opportunities to observe social work link to a regular Social Work course or serve as a ty-two credit hours in sociology, including practice in a field setting that facilitates observation of freestanding course. Courses integrating an explo- SO101, 226, 227, either 324 or 325, and 375. practice at mezzo- and macro-levels and completion ration in social work carry four rather than three credit SO226, 227, and 324 or 325 must all be com- of integrative assignments. Prerequisites: SW212, hours. The course may be repeated. Prerequisite: 222, and permission of instructor. Non-liberal arts. Permission of instructor. The Department pleted by the end of the junior year. These The Department courses are prerequisites for SO375, which is taken in the fall of the senior year. Courses SW 338. SOCIAL POLICY AND SOCIAL designated sociology-anthropology may be JUSTICE 3 taken for either sociology or anthropology The study of social policy, welfare program planning, credit, but not both. and social service implementation, evaluation, and analysis. Included are reviews of selected policies on THE SOCIOLOGY-ANTHROPOLOGY federal, state, and local levels. Students will compare the social policies of the United States with those in MAJOR: The sociology-anthropology major other countries. The value, political, and societal must successfully complete SO101; either issues that underpin policies and programs are ques- AN101 or 102; either SO324, 325, or AN270; tioned and specific attention is given to the evaluation either AN326 or 327 or SO226 or 227; either of policies by using research skills and by applying AN366 or SO375; and twelve credit hours of the principles of social justice. Prerequisite: SW222 electives in sociology and twelve credit hours or permission of instructor. The Department of electives in anthropology. Courses designated sociology-anthropology may be taken for credit in either sociology or anthropology, but not both.

INTERDEPARTMENTAL MAJORS: In conjunction with relevant departments, the Department of Sociology, Anthropology, and Social Work offers majors in economics-sociology, government-sociology, and psychology-sociology. See Interdepartmental Majors.

154 HONORS: Students desiring departmental Collaborative Learning SO 101. SOCIOLOGICAL PERSPECTIVES 3 honors in sociology must meet the requisite The basic concepts and principles of major sociologi- grade-point average, receive a grade of at This exploration in sociology requires that stu- cal perspectives. Attention is given to how these per- least A- in SO375, and present a senior semi- dents spend three hours each week in addition spectives have been developed and used by social scientists to explain social phenomena. nar project for approval by the sociology facul- to class time in small group activities, working Recommended as an introduction to the discipline. ty. Students desiring departmental honors in collectively or independently to contribute to (Fulfills social sciences requirement.) sociology-anthropology must meet the requi- group projects. This time will be devoted to The Department site grade-point average and must earn a group meetings, independent work, and meet- grade of at least A- on a senior honors project ings with the instructor to advance group proj- SO 201, 201H. SOCIAL ISSUES 3 in either sociology or anthropology. ects. Products of this work will be assessed by Analysis of contemporary social issues such as racial the instructor via group presentations or proj- and gender inequalities, environmental protection, ALPHA KAPPA DELTA, the international soci- ect papers written collaboratively, in aggrega- and crime. Attention is given to the roots and dimen- ology honor society, encourages and recog- tion (each student writes a section of the sions of these issues by introducing core sociological theories and methods. The course also includes criti- nizes academic achievement in sociology. paper), or independently (each student writes cal examination of current social policies that address Founded in 1920, the society has over 300 an independent paper based on the group these issues. (Fulfills social sciences requirement.) chapters at colleges and universities through- project). This module accommodates a wide D. Karp out the world. Eligibility requirements for mem- array of cooperative group structures varying bership in Alpha Kappa Delta include a by length, membership, and size, as well as SO 202. THE INDIVIDUAL IN SOCIETY 3 demonstrated interest in sociology, completion varying formats for assessment including indi- A variety of social psychological approaches to the of at least four sociology courses, a GPA of 3.4 vidual and group grades. One example of a experiences of individuals as they influence or are or higher in sociology, and a cumulative GPA collaborative project is the assignment of a dif- influenced by social interactions and structures. The of 3.0 or higher in all college courses. ferent research article to each group, with course introduces a sociological orientation known as “symbolic interactionism,” which assumes that among each group developing and offering a presen- the key elements in the social environment are the THE SOCIOLOGY MINOR: The sociology tation to the class based on its article. Another symbols and understandings possessed by people in minor must successfully complete at least example is a semester-long group assignment the group. (Fulfills social sciences requirement.) eighteen credit hours in sociology or sociology- in which rotating team leaders are responsible S. Walzer anthropology, including SO101 and at least for delivering discrete project reports (oral two courses at the 300 level. One of the cours- and/or written) based on various concrete SO 206. COMMUNITIES 3 es must be SO226, 227, 324, or 325. The stu- tasks (e.g., Web-based research, off-campus Comparative analysis of different types of communi- dent should select a minor advisor who will interviews, data analysis, and field trips). ties and their relationships to each otherfrom rural assist the student in constructing a program of towns and communes to the crowded metropolis. Prerequisite: SO101 or permission of instructor. study. Students are encouraged to declare the Research W. Fox sociology minor by the end of the junior year. This exploration in sociology requires that stu- SO 208. SOCIAL INEQUALITY 3 EXPLORATIONS IN SOCIOLOGY: Selected dents spend three hours each week in addition Analysis of social classes, power, and status groups, 200- and 300-level sociology courses each to class time engaging in independent or col- and their origins and functions, within a historical, semester incorporate exploration in sociology laborative research projects that are related to comparative, and contemporary framework. through special emphasis on collaborative the course material. This time will be spent Prerequisite: SO101 or permission of instructor. learning, research, service learning, or writing developing research questions, reviewing rele- J. Brueggemann, G. Aquino (designated C, R, S, or W, respectively, in the vant literature, collecting data, analyzing data, master schedule listing). Courses integrating and presenting research findings in written SO 211H. SOCIOLOGICAL IMAGINATIONS 4 A review of “great works” that have made an impact an exploration in sociology carry four rather reports, oral presentations, or other media. in the field of sociology. This course will examine a than three credit hours. Courses incorporating this module may pro- number of classic and contemporary social scientific vide more intensive introductions to specific books. Students will investigate the content and per- Service Learning elements in the research process or particular spective of sociology, the defining questions of the methodologies such as content analysis or discipline, and the “sociological imagination.” This will This exploration in sociology requires that stu- quantitative analysis. Students will meet regu- entail exposure to important sociological ideas and dents spend three hours each week in addition larly with the instructor to report on their arguments as well as some sense of the intellectual to class time volunteering for a campus or progress and to receive advice and feedback history of the field.This course will emphasize informed and engaged discourse about the big ideas community nonprofit organization for a mini- from the instructor. Students’ research will be of these great works. Prerequisite: SO101 and per- mum total of thirty-nine hours of community evaluated based on their finished products mission of instructor. J. Brueggemann service. Faculty expect that some of these (research papers, oral presentations, etc.). hours at the beginning and end of the course SO 212. SOCIOLOGY OF WORK AND will be spent on logistics such as identifying Writing OCCUPATIONS 3 and interviewing prospective service opportuni- An analysis of the nature and conditions of work and ties. Students’ service work will be integrated This exploration in sociology requires a fourth the relationship between work and the individual with the academic component of the course. classroom contact hour each week. Students worker. Issues covered include the meaning of work Faculty will assess service work through vari- will undertake writing assignments integrated and leisure, alienation, and job satisfaction. Selected occupations and professions are considered in terms ous strategies requiring students to reflect on with the subject matter of the course. Writing of such factors as their social origins, how the occu- their service work in light of course materials assignments and their evaluation will be con- pation became a profession, typical career patterns, and related academic projects such as (a) sistent with guidelines for Skidmore’s writing- and social characteristics of members. Discrimination research papers that respond to service intensive courses. on the basis of gender, race, and class are exam- issues, (b) journals or field notes analyzing ined. Prerequisite: SO101 or permission of instructor. service work to be turned in to the instructor, C. Berheide (c) integrative essay questions or exams, (d) in-class oral presentations, or (e) combinations of the above.

155 SO 213. CRIME AND VICTIMIZATION 3 SO 226. SOCIAL RESEARCH ANALYSIS 4 SO 312. MODERN ORGANIZATIONS 3 An introduction to the sociology of crime. This course Examination of quantitative analysis in the social Analysis of modern organizations using theories of examines contemporary crime trends and problems research process. This course involves the study and bureaucracy. Issues covered include formal and infor- in the measurement of crime; major theories that application of statistics for solving problems in the mal structure, functions and dysfunctions, and the explain criminal behavior; and topical foci on various social sciences. Students use computers as tools for tension between democracy and hierarchy within types of crime such as homicide, sexual assault, social research as they analyze sociological data complex organizations. The behavior of individuals in organized crime, white collar crime, property crime, or sets. Prerequisites: QR1 and two courses in the organizations is examined in relation to the groups juvenile delinquency. Prerequisite: SO101 or LW200. social sciences, or permission of instructor. (Fulfills within which they interact and the organization’s D. Karp QR2 requirement.) W. Fox structure. Specific organizations including factories, public agencies, corporations, and total institutions SO 214. FAMILY AND GENDER 4 SO 227. SOCIAL RESEARCH DESIGN 3 are considered. Prerequisite: SO101 or permission of An analysis of family and gender as social institu- Examination of methods employed in the investiga- instructor. C. Berheide tions, sites of interaction, and sources of identity. The tion of sociological problems. This course analyzes course examines how families in the United States the research process as an integral whole including SO 314. DEVIANCE AND SOCIAL CONTROL 3 are influenced by definitions of femininity and mas- political and ethical issues in conducting research. An introduction to the sociology of deviance. This culinity as well as how meanings and experiences Topics include conceptualization, measurement course examines sociological theory and evidence associated with gender are reproduced and revised approaches, design of surveys, and methods of inter- that explain deviant and/or nonconforming behavior in in families. Family life courses, roles and relation- viewing and observation. Students design studies society. Attention is given to forms of deviance that ships, and intersections between work and family are using various methodological techniques. generate conflicts over values or between groups in among the topics examined. Prerequisite: SO101 or Prerequisite: Two courses in the social sciences or society and to the mechanisms of social control that permission of instructor. C. Berheide, S. Walzer permission of instructor. D. Karp, S. Walzer increase conformity to social norms. Prerequisite: SO101 or LW200. D. Karp SO 218. ETHNICITY AND INEQUALITY 3 SO 251. SPECIAL TOPICS IN SOCIOLOGY 3 Examination of the emergence and maintenance of An examination at the intermediate level of special SB 315. WORK, FAMILY, AND ethnic identities such as African American, Hispanic topics, methods, and areas in sociology, such as pop- ORGANIZATIONS 3 American, Italian American, and Jewish American. ulation dynamics, collective behavior, juvenile justice The analysis of various white-collar and blue-collar This course analyzes the dynamics of relations system, and social control. Specific topics to vary by occupations and their relationship to work and family among ethnic communities with special attention to instructor and semester. The course, in a different life. Topics include the changing nature of work; pro- issues related to inequality. Prerequisite: SO101 or subject area, may be repeated for credit. fessionalization; working within organizations; and permission of instructor. J. Brueggemann, G. Aquino Prerequisite: SO101 or permission of instructor. occupational socialization, careers, and mobility. The Department Prerequisite: SO101 or MB224 or permission of SO 220. SOCIOLOGY OF CITIES AND TOWNS 3 instructor. C. Berheide Sociological study of urban places ranging from small SO 299. PROFESSIONAL INTERNSHIP IN towns to large metropolitan areas. Topics include SOCIOLOGY 3 or 6 SO 316. WOMEN IN MODERN SOCIETY 3 development of cities, historical and crosscultural Internship opportunity for students whose curricular An examination of the effects of the social construc- variations in cities, uses of urban space, and foundations and cocurricular experience have pre- tion of gender on women in modern societies. The processes by which people create urban environ- pared them for professional work related to sociology. course analyzes the intersection of race, class, and ments that in turn affect social behavior and relation- With faculty sponsorship and department approval, gender in women’s lives. The changing social status ships. Prerequisite: SO101 or permission of instruc- students may extend their educational experience of women in the United States today is compared to tor. W. Fox through internships in human service agencies, the that of women in other countries. Particular contem- criminal justice system, business, governmental, and porary women’s issues emphasized each year may SO 222. POLITICAL SOCIOLOGY 3 other formal organizations, community groups, and vary, but typically include economic issues, such as Focus upon the causes and consequences of power related areas. Prerequisite: SO101. Non-liberal arts. occupational segregation and unequal pay, family distributions within and between societies and the The Department issues, such as power relations and violence, and factors leading to stable or changing allocations of political issues, such as women’s grassroots political power. Some concepts to be considered: state and SO 304. SOCIOLOGY OF EMOTIONS 3 activism and national policies. Prerequisite: SO101 or civil society; the structure, distribution, operation, and Analysis of how human emotions influence and are WS101 or permission of instructor. C. Berheide conflict over power; ruling class; class struggle; plu- influenced by the social and cultural environment. ralism; democracy—formal and/or substantive. The course examines the physiological and social SO 321. AMERICAN SOCIAL CHANGES 3 Prerequisite: SO101 or permission of instructor. psychological components of human emotion, the An examination of the structure and process of social R. Scarce crosscultural and historical variability of emotions, change by comparing several areas, such as eco- emotional socialization, and the emotional aspects of nomic structure and relations, race, gender, urban SO 223. ENVIRONMENTAL SOCIOLOGY 3 social interaction, relationships, and institutions. community, education, and the state. The specific his- An exploration of social-environment interactions. Prerequisite: SO101 and one other social science torical periods covered in the course will vary accord- More than any other species, humans adapt their course. S. Walzer ing to the changes under consideration. American environments to suit their purposes. This course social changes will be addressed from a variety of explores those purposes, including the roles that cor- SO 305. SOCIOLOGY OF FOLKLORE 3 theoretical perspectives within sociology, including porations, public policy, class, gender, and other Analysis of the social context of folklore, with special Marxist and other conflict approaches, world-sys- social factors play in altering the environment and the emphasis on contemporary American folklore. Social tems, functionalist, cultural, and social-psychological resulting effects on people and places. Specific topics scientific theories of folklore, the social bases and perspectives. Prerequisite: SO101 and two other addressed include the environmental movement, dynamics of folk groups, folklore and processes of social science courses or permission of instructor. environmental justice, and the political economy of social change, and folklore research methods. W. Fox the environment. Prerequisite: SO101 or ES100. Prerequisite: two social science courses. W. Fox R. Scarce SO 324. THE DEVELOPMENT OF SO 306. SOCIOLOGY OF RELIGION 3 SOCIOLOGICAL THOUGHT 3 SO 225. QUANTIFYING WOMEN 3 An examination of the sources, meanings, and impli- Analysis of the philosophical foundations, central An introduction to the empirical study of changes in cations of religious phenomena. This course explores principles, and historical development of sociological women’s experiences in areas such as work, family, myth, ritual, and symbol in social contexts with spe- theory from its origins in late-nineteenth-century health, religion, and politics. The diversity of women’s cial consideration for the contemporary American Europe to the present. The course critically examines attitudes, behaviors, and experiences in the United scene. Attention is given to religious evolution in the the sociological theories of Marx, Durkheim, Weber, States are explored using the logic and mathematics light of social modernization; how religious organiza- and Mead and their relationship to a number of more of social research. Students use microcomputers and tions are related to other social institutions will also contemporary social theories. Prerequisite: SO101 statistical software to analyze sociological data sets be considered. Prerequisite: SO101 or permission of and one sociology course or permission of instructor. that investigate a series of issues related to women, instructor. J. Brueggemann J. Brueggemann, R. Scarce such as the gender gap in politics, pay differences between men and women, and attitudes toward abortion rights. Prerequisite: QR1. (Fulfills QR2 requirement.) C. Berheide

156 SO 325. CONTEMPORARY SOCIAL THEORY 3 SA 355. LANGUAGE IN SOCIETY 4 An examination of contemporary social theories such Examination of the varied aspects of the social Study Abroad Programs as functionalism, symbolic interactionism, conflict and organization of language using techniques from soci- social exchange theory. In addition, recent theoretical ological, anthropological, psychological, and linguistic Many overseas program opportunities are trends in sociology such as the feminist and environ- theory. Special attention is given to regional, social, coordinated by the Office of International mental perspectives, and the biosocial and humanist and individual variation; nonstandard dialects and Programs, including Skidmore programs, approaches are discussed. Prerequisite: SO101 and their social impact; the relationship of language, approved programs, and faculty-led short-term one sociology course or permission of instructor. thought, and culture; the role of language in socializa- programs. All students wishing to study abroad J. Brueggemann, R. Scarce tion and in the maintenance of social structures; and must have a GPA of 3.0 or higher, be in good the type and extent of cultural variation in language social standing, and have strong faculty refer- use. Prerequisite: SO101 or AN101 or permission of SO 328. SOCIAL MOVEMENTS AND ences. Skidmore programs include Skidmore COLLECTIVE ACTION 3 instructor. J. Devine An exploration of the causes and consequences of in Beijing in China; Skidmore in Madrid and social movements and episodes of collective action. SO 371, 372. INDEPENDENT STUDY 3, 3 Skidmore in Alcalá in Spain; Skidmore in Paris Many people are dissatisfied with existing economic, Individual reading and/or research in sociology under in France; Skidmore in London and the political or social arrangements, yet relatively few the guidance of a member of the department. Open Shakespeare Programme in the United individuals attempt to bring about social change by with the consent of the department to qualified stu- Kingdom; and the India Program. In addition, participating in organized social protest. What is it dents. Individual conferences to be arranged. each year Skidmore sponsors faculty-led pro- that differentiates those who participate from those The Department grams during the winter and spring breaks. who do not? This course approaches this central These programs offer students the opportunity question from a variety of theoretical perspectives. SO 375. SENIOR SEMINAR IN SOCIOLOGY 4 to develop a deeper understanding of distinct Movements as diverse as those for civil rights and The capstone course for the sociology major. The the environment will be examined. Prerequisite: course functions as a research practicum in which cultures and to broaden their perspectives on SO101. R. Scarce students share the process of conducting an original their own culture through daily contact with for- research project. To do the research, students must eign teachers, students, and institutions. For SO 329. CRIMINAL JUSTICE 3 build upon previous work in sociology, especially the- more information, contact the Office of Sociological analysis of the criminal justice system, ory, methods, and statistics. Therefore, students must International Programs. including policing, the courts, and corrections. This have completed the required statistics, methods, and course examines criminal justice responses to crime theory courses for the sociology major before SKIDMORE IN BEIJING problems and alternative perspectives. Topics vary by enrolling in Senior Seminar. Students writing the semester and may include critical analysis of police Senior Thesis are encouraged to begin thesis use of force, racial disparities in sentencing, the research in the Seminar. Prerequisites: SO226, 227, The Skidmore in Beijing Program is a unique, death penalty, juvenile justice, the prison experience, and 324 or 325; or permission of instructor. Open field-centered, interdisciplinary study-abroad or community justice. Prerequisite: SO101 or LW200. only to sociology majors and sociology interdepart- program located at Beijing University. The pro- D. Karp mental majors. The Department gram emphasizes the creative integration of field-based and classroom learning to further SO 331. WOMEN IN GLOBAL ECONOMY 3 SO 376. SENIOR THESIS IN SOCIOLOGY 3 the understanding of Chinese cultures and tra- A comparative analysis of women’s roles in the global Independent research leading to a thesis examining a ditions. Courses, developed specifically for our economy. The course examines how global economic sociological question in depth. Students work under students and taught at Beijing University, transformations affect women as well as how women the direction of a thesis advisor and a second reader. include an intensive language course and affect those processes. Topics include the effect of Prerequisite: SO375 and permission of instructor. economic development on women’s participation in Open only to sociology majors and sociology interde- three additional content courses taught in various forms of economic activity, including agricul- partmental majors. The Department English. Two of the content courses are ture, microenterprises, and manufacturing, as well as focused on historical and contemporary China. gender relations in families throughout the world, with SO 399. PROFESSIONAL INTERNSHIP IN The third course is an independent research particular emphasis on countries of the Southern SOCIOLOGY 3, 6, or 9 project that allows students to investigate and Hemisphere. In addition, the course considers the Internship experience at the advanced level for jun- learn about life in contemporary China by con- environmental issues women face during the process iors and seniors with substantial academic and cocur- ducting directed field-research projects in a of economic development, such as sustainable devel- ricular experience related to sociology. With faculty discipline of their choosing. In addition, all of opment, population policies, and women’s environ- sponsorship and department approval, students may the courses have a field-studies component, mental activism. Prerequisite: SO101 or WS101. extend their educational experience through intern- C. Berheide ships in human service agencies, the criminal justice allowing students to study classroom materials system, business, governmental, and other formal in the setting of Beijing. Students live in the SO 332. STUDYING STUDENT WORLDS 4 organizations, community groups, and related areas. residence halls at Beijing University and are An in-depth introduction to qualitative research meth- Prerequisite: nine credit hours in sociology. Non-liber- supported by our resident director and pro- ods as vehicles for exploring and describing social al arts. The Department gram assistant. For more information, contact experiences, focusing in particular on the lives of stu- the Office of International Programs. dents. Course topics include field research, qualitative interviewing, and the role of the researcher. SKIDMORE IN PARIS Students examine ethnographic studies of academic settings and collect and analyze qualitative data about Skidmore’s culture. Prerequisite: SO101 or per- Designed for students with upper-intermediate mission of instructor. S. Walzer and advanced-level French, the Skidmore in Paris program strives to integrate students into SO 351. ADVANCED SPECIAL TOPICS IN the academic and social life of Paris. Students SOCIOLOGY 3 or 4 take a combination of courses at the Skidmore An examination at the advanced level of special top- Program Center and/or a variety of Paris insti- ics, methods, and areas in sociology. Specific topics tutions in humanities, social sciences, and fine vary by instructor and semester. The course in a dif- arts, including courses in art and art history, ferent subject area may be repeated for credit. Prerequisite: SO101 or permission of instructor. business, economics, film, history, literature, The Department language, music, politics, psychology, sociology, and theater. Internships are also available. Students live with families and are supported by a resident director and staff. For more information, contact the Office of International Programs.

157 SKIDMORE IN MADRID OR ALCALÁ SKIDMORE IN LONDON Theater

Skidmore’s programs in Spain are designed Skidmore in London offers a variety of pro- Chair of the Department of Theater: Carolyn for students with advanced-level Spanish and gram options for the spring semester only. Anderson emphasize integration into the academic and Students may choose from programs at King’s cultural life of Spain. Students take a combina- College, University of Westminster, University Professors: Gautam Dasgupta, Carolyn tion of courses at the Program Center in College London, and Regent’s College. Anderson, Lary Opitz Madrid and the host universities: the Students take courses in humanities, social Universidad Autónoma de Madrid or the sciences, and business and economics. Senior Artist-in-Residence: Alma Becker Universidad de Alcalá. Academic areas include Students live in residence halls and are humanities, social sciences, and fine arts, accompanied by a Skidmore faculty director, Artist-in-Residence: Will Bond including courses in art and art history, busi- who provides on-site academic and personal ness, economics, film, history, literature, lan- support. For more information, contact the Lecturers: *Barbara Opitz, *Patricia Pawliczak, guage, music, politics, sociology, and theater. Office of International Programs. *David Yergan, Garett Wilson, Kate Kelly Internships are also available. Students live Bouchard with families and are supported by resident In addition to the Skidmore programs abroad, directors and staff. For more information, con- students also have the opportunity to partici- Theater Manager and Technical Director: tact the Office of International Programs. pate in a variety of Approved Programs. These David Yergan Approved Programs include programs around THE INDIA PROGRAM the world that meet Skidmore’s high academic Theater Management Coordinator: Kathy expectations and that offer high quality admin- Mendenhall The New York State Independent College istrative support for our students. The Consortium for Study in India (Skidmore, Bard, Approved Programs are linked to Skidmore’s Costume Manager: Patricia Pawliczak Hartwick, Hamilton, St. Lawrence, and Hobart curriculum and are aimed to support various and William Smith Colleges) offers a one- majors and minors, thereby allowing Skidmore Assistant Technical Director: Garett Wilson semester academic program in India every fall to more closely integrate our students’ experi- that carries seventeen semester hours of cred- ences abroad with their work on campus. Dance-Theater Advisor: Isabel H. Brown, it. Students take four courses: Language and Students studying abroad on Approved Associate Professor of Dance Culture in India; Historical, Cultural, and Social Programs will be charged the Skidmore study Background of Indian Development; abroad fee, which is equal to the current fee The Theater Department offers an opportunity Contemporary Issues in Indian Social and for Skidmore tuition, room at the apartment to pursue a serious study of the theater arts Cultural Development; and a directed field- rate, and the full meal plan. Students may use within a liberal arts setting. Courses within the study project. Students live and study in two all financial aid on all Skidmore and Approved department afford training in the basic locations Mussoorie, in the foothills of the Programs. For more information about demands of the discipline—physical and vocal Himalaya, and the city of Jaipur. For more Approved Programs, contact the Office of control, technique in acting and directing, tech- information, contact the Office of International International Programs. nical and design skills—as well as the opportu- Programs. nity for advanced study, practical production SHAKESPEARE PROGRAMME experience, and off-campus internships. The liberal arts requirements help the student to This fall semester program offers in-depth understand the moral, intellectual, and political Shakespeare studies in London and Stratford- context in which any artist practices. upon-Avon. Students earn from twelve to eighteen semester hours of credit. Admission All theater majors take certain basic courses in is selective. For additional information, consult each of the department’s areas of study. For Professor Lary Opitz, Theater Department. the best possible training, students in the upper divisions are urged to concentrate in Courses offered: performance, directing, or design and technical theater. Students with specific interests that fall EN 316 Nineteenth Century Novel outside these concentrations may develop a EN 343 Elizabethan and Jacobean Drama EN 345 Shakespeare: Comedies, Histories, and specialized course of study in consultation with Romances their advisors and the department. Such inter- EN 346 Shakespeare: The Tragedies est might include playwriting, special studies in TH 230 Theater and Culture II: Genesis of dramatic theory and criticism, theater manage- Theatrical Modernism ment, or arts administration. TH 231 Directing TH 303 Acting Styles THE THEATER MAJOR: Requirements for a TH 304 Special Studies in Acting: Shakespeare major in theater are: TH 325 Playwriting TH 334 Special Studies in Theater History and Theory: Criticism 1. The following nine courses: TH103, 129, TH 399 Professional Internship (on a limited 130, 229, 230, 231, 235, 250, and 335. basis) 2. At least one course in dramatic literature: EN215, 225, 343, 345, 346, 359; FF318; FG356; FS321; or CC222, 223. Other courses may be acceptable with permission of the department.

3. TH333, 334, or 341.

4. Eighteen additional semester hours in the Theater Department. 158 AREAS OF CONCENTRATION: The following TH 230. THEATER AND CULTURE II 3 TH 371, 372. INDEPENDENT STUDY 3, 3 is a recommended sequence of study in each A study of major periods of Western theater since Independent study and production projects under the area. 1800. Students explore and analyze how theater’s guidance of the department. Hours to be arranged. components—plays, acting, design, theory, and man- Prerequisite: permission of department. This course agement—combine to express and reflect a culture’s may or may not be credited in liberal arts, at the dis- Acting: TH101, 104, 198, 203, 204, 211, 303 dominant values. Architecture, painting, sculpture, cretion of both the department chair and the registrar or 304. music and dance—the constituent arts of theater— (and, in exceptional instances, the College will be examined both within and outside the theatri- Curriculum Committee). The Department Directing: TH104, 203, 204, 231, 332, 333, cal context to explore aesthetic, socio-economic, and 375. political values that shape a culture’s idea of theater. TH 377. SENIOR SEMINAR 1 (Fulfills humanities requirement.) G. Dasgupta An exploration of professional ethics, current issues Design and Technical Theater: TH216, 228 in the theater, audition technique, portfolio prepara- or 238, 305, 337; AR131, 133. TH 242. SHAKESPEARE’S VERSE 3 tion, and career planning. Prerequisite: Senior class An exploration of the ways in which Shakespeare status as a declared theater major or minor. L. Opitz himself effectively serves as a guide for the compre- HONORS: Departmental honors are based on hension and performance of his verse in his plays PERFORMANCE a quality point average of 3.5 in all major and poetry. The emphasis will be on analysis of courses, satisfactory completion of “Senior verse, techniques in speaking it, and the use of verse TH 101. VOICE AND SPEECH IN THE Project” (TH376), and high quality work on techniques to explore and develop character. During THEATER 2 other departmental projects. the course, students will study, prepare, and present The student will learn voice production techniques soliloquies, monologues (including set speeches), and theories principally for the actor. This course INTERDEPARTMENTAL MAJOR: In conjunc- and sonnets. Prerequisites: TH103 and 104. seeks to develop a free and natural speaking voice in tion with the Department of Exercise Science, L. Opitz the student and will provide the fundamentals of natu- Dance, and Athletics, the Theater Department ral voice placement. Extensive exercises in breathing, TH 251. THEATER TOPICS 1-2 support, resonance, flexibility, and projection will be offers a major in dance-theater. See Special topics in theory, history, and performance at Interdepartmental Majors. learned toward the development of a personal vocal the intermediate level. Coursework may include top- warm-up. (Fulfills arts requirement.) ics related to production and performance work in K. Kelly Bouchard THE THEATER MINOR: A minor in theater is preparation for a specific production, coursework that available for students interested in a general focuses on certain playwrights, text and performance TH 104. INTRODUCTION TO ACTING 3 education in theater but not necessarily inten- analysis, and writing about the theater, as well as The student is exposed to exercises designed to free sive training in a single concentration. Twenty- short-term residences by guest artists. Topics may the imagination through improvisation and theater one to twenty-five semester hours are also include script analysis for actors, introduction to games. Secondarily, training is offered in the basic performance theory, stage management, stage com- required: TH103, 129 or 130, 104 or 231, 229, skills of physical and vocal mastery, analytical insight bat, and audition preparation. The specific courses into the text, and the ability to synthesize techniques 230, 235, 250; one 300-level course in theater; differ from year to year, depending on available guest and one course in dramatic literature. so the student may acquire discipline in each area. artist opportunities and faculty and student research Prerequisite: TH103. (Fulfills arts requirement.) interests. Student may take this course more than A. Becker, K. Bouchard, M. Glotzbach, W. Bond Those students interested in combining a once with the approval of the department. Prerequisite: Permission of instructor. study of theater with art, dance, literature, or TH 198. MOVEMENT FOR THE THEATER 2 The Department music should consult with the Theater Physical training for the actor-performer taught from Department and their advisors in the formula- varying points of view depending on the instructor. tion of a self-determined major. TH 325. PLAYWRITING 3 Work in this course might include physical training, A workshop course in the making of theater scripts in dance for actors, mime, stage combat, circus tech- preparation for public readings. This course may be THEORY, HISTORY, AND PLAYWRITING niques. Instructors also direct students in the devel- repeated once for credit. Prerequisite: permission of opment of a personal, physical warm-up. This course instructor. C. Anderson and Guest Playwrights may be repeated for a maximum of eight semester TH 103. INTRODUCTION TO THEATER 4 hours. Non-liberal arts. (Fulfills arts requirement.) An introduction to the art of the theater that seeks to TH 334. SPECIAL STUDIES IN THEATER B. Opitz answer the question “Why theater?” Topics will HISTORY AND THEORY† 3 include analysis of significant play texts; examination An in depth examination of a specific topic drawn TH 203. INTERMEDIATE ACTING 3 of theater structures, forms, and styles; study of from the related fields of history and theory. Topics responsibilities of the theater artist within the context Emphasis on deepening of the actor’s imagination, might include a specific period or trend in theater his- concentration, awareness, and presence through rig- of collaboration and production. The role of the per- tory (for example, the avant-garde) or key artists (for former will be explored in weekly workshops and dis- orous physical improvisation. Students experience example, women in the American theater) or explo- the integration of physical improvisation with textual cussions. (Fulfills humanities requirement.) ration of theater in relationship to other arts or media L. Opitz and the Department work as the semester progresses. Students are (for example, from theater to film) or writing about exposed to a variety of theatrical approaches. performance and art. Prerequisite: permission of Prerequisites: TH101 or 198, and TH104, or concur- TH 229. THEATER AND CULTURE I 3 instructor. (TH334N is designated a non-Western rent enrollment in TH101 or 198, or permission of A study of major periods of Western theater from ritu- course.) C. Anderson, G. Dasgupta instructor. W. Bond alistic beginnings to 1800. Students explore and analyze how theater’s components—plays, acting, TH 341. HISTORY OF AMERICAN THEATER 3 TH 204. INTERMEDIATE ACTING 3 design, theory, and management—combine to A study of the significant sociopolitical events, theatri- express and reflect a culture’s dominant values. Through textual analysis, object exercises, and scene cal innovations, and theater artists who helped shape work, students experience the development of a role Architecture, painting, sculpture, music, and dance— the American Theater from the late eighteenth centu- the constituent arts of theater—will be examined both through the exploration of text and its relationship to ry to the current American avant-garde. Readings the body in space. Students will develop their ability within and outside the theatrical context to explore and studies will focus on the relationship of American aesthetic, socioeconomic, and political values that to read theatrical texts as they plan for their spatial, society to the major currents in the production rhythmic and emotional work as performers. Students shape a culture’s idea of theater. (Fulfills humanities process, growth of American theater companies, requirement.) G. Dasgupta are exposed to a variety of theatrical approaches. artists, and critics, and the emergence of American Prerequisites: TH101 or 198, and TH104, or concur- genres such as urban comedy, melodramas, and rent enrollment in TH101 or 198, or permission of musical comedy. Students will analyze primary instructor. W. Bond, K. Kelly Bouchard resource materials such as reviews, journal entries, and plays, and will synthesize readings from historical events and theoretical perspectives. Prerequisites: TH103 and 230, or permission of the instructor. C. Anderson, G. Dasgupta

159 TH 211. VOICE FOR THE ACTOR 2 TH 375. ADVANCED DIRECTING TH 305, 306. SPECIAL STUDIES IN DESIGN Students explore the power of language through the PRACTICUM† 3 AND TECHNICAL THEATER† 3, 3 reading of prose and verse. Exercises learned in this Independent work on a theatrical production. Under A series of specialized and advanced level courses in course continue to move the student toward a cen- faculty supervision, the student will choose, cast, and design and technical theater. The opportunities tered, natural placement of the instrument, and the mount a dramatic work which will be presented to the offered in a particular production season, the expert- development of standard non-regional speech, articu- public. Prerequisite: TH332 and permission of the ise of available visiting artists, and the needs of quali- lation, and flexibility. Introductory tools are learned in department. Recommended: TH333. fied students will determine the offering(s) each term. the reading of verse and standard dialect work. The Department Permission of instructor required. Non-liberal arts. Rehearsal-specific warm-up programs are developed with students and used regularly. Written evaluations, DESIGN AND TECHNICAL THEATER A. Scenic Painting critiques, and observations by the student are B. Make-up assigned to increase awareness of the voice and use TH 129. THEATER PRODUCTION 2 C. Costume Design Construction of vocal vocabulary. Prerequisite: TH101 or permis- A studio course providing an introduction to the prin- D. Advanced Scenic Design sion of instructor. Non-liberal arts. K. Kelly Bouchard ciples and techniques employed in mounting theatri- E. Advanced Lighting cal productions. Theater production is explored TH 303. ACTING STYLES 3 through studying: the structure and organization of L. Opitz, P. Pawliczak, D. Yergan, and Guest Artists Concentrated scene study from major periods in the- the production staff of a theater company; the physi- atrical history. Emphasis on the knowledge and dis- cal plant; types of scenery and scenic construction TH 336. ADVANCED THEATER PRODUCTION 3 covery of each particular period through the study techniques; stage lighting; sound; stage manage- This course, structured on an individual basis, pro- and use of masks, costumes, and props. ment; and the reading and use of plans. Students will vides leadership experience in the areas of stage Prerequisites: TH203, 204 or permission of instructor. fulfill a two-hour lab requirement and will work on at management, properties, sound, and technical direc- A. Becker least one Skidmore theater production. Theater tion. Theories and strategies are studied, then majors are required to complete this course by the applied to work on a major production assignment. TH 304. SPECIAL STUDIES IN ACTING† 3 end of the sophomore year. Prerequisite: TH103. Prerequisite: TH129 and permission of instructor. An open series of acting studies capable of ranging D. Yergan Non-liberal arts. L. Opitz or D. Yergan from Shakespearean scene study to musical comedy, from Grotowski training to acting for the epic theater. TH 130. INTRODUCTION TO DESIGN 2 TH 337. SCENIC DESIGN 3 The specific area of study could be determined by An introduction to script analysis and design theory. A studio course in advanced theories and practices of the opportunities of a particular production season, Students will learn to construct models and work as scenic design. Study and projects will involve the by the training of a visiting artist, or by the interests of collaborative artists. The course will meet as a lecture development of conceptual approaches, research, faculty or a given group of students. May be repeated and also use laboratory time to learn model-building sketches, and preservation techniques. Students will three times for credit. Prerequisites: TH203, 204 or skills, to research, and to learn and work with various serve as assistant designers on Skidmore Theater permission of instructor. A. Becker, W. Bond building and painting materials. Students will fulfill a productions. Prerequisites: TH129 or 130 and 216, or two-hour lab requirement and will work on at least permission of the instructor. L. Opitz DIRECTING one Skidmore theater production. Theater majors are required to complete this course by the end of the PRODUCTION TH 231. DIRECTING FOR THE THEATER 3 sophomore year. Prerequisite: TH103. G. Wilson An intensive introduction to the craft of directing for TH 235. THE SKIDMORE THEATER the stage. The fundamentals of script analysis and TH 216. THEATER DESIGN: FROM PAGE TO COMPANY† 1 interpretation, and production research and prepara- STAGE 4 Participation for theater majors and non-majors inter- tion will be explored in a seminar setting, while the A study of scenic, lighting, and costume design for ested in theater production. Each company member studio will be the laboratory for developing clear lines the theater. The history and theory of design will be will acquire a breadth of training across all areas of of action and the world of the play through composi- explored, as well as the practical application of princi- theatrical production, as well as make essential con- tion, picturization, and improvisation, as well as ples. Special attention will be given to the processes tributions to the ongoing work of the company. All exploring the collaborative process with actors and of research, play analysis, and conceptualization. company members are a part of the production designers. By semester’s end students will be pre- Students will complete a series of projects involving process from concept to design to execution and pared to undertake the staging of a workshop produc- drafting, drawing, painting, and model-making. evaluation. This course may be repeated for a maxi- tion. Prerequisites: TH103, 129, and permission of Prerequisites: TH129 and 130; TH129 may be taken mum of six semester hours. Non-liberal arts. instructor. C. Anderson, A. Becker concurrently. (Fulfills arts component of breadth D. Yergan and the Department requirement.) L. Opitz, G. Wilson TH 332. ADVANCED DIRECTING 3 TH 250. PRODUCTION SEMINAR† 1, 2, 3 or 4 This is an advanced studio course focusing on the art TH 228. STAGE LIGHTING 4 Students enrolled in TH250 will have major responsi- and craft of directing for the theater. Through the use A study of the theory, equipment, and technique bilities working on the main-stage productions and on of exercises, scene work, reading theoretical texts, involved in stage lighting. Topics include optics, the black-box studio production. The main-stage pro- and writing papers on directorial concepts, students vision, electricity, color, aesthetics, and design proce- duction is usually presented at the end of the semes- will be encouraged to broaden and deepen their per- dures. This course consists of lectures, working labs, ter, and the studio production is usually presented sonal aesthetic while simultaneously developing tech- and assigned responsibilities on Skidmore Theater mid-semester. In addition to fulfilling production niques necessary for realizing their directorial vision. productions. Prerequisites: TH129 or TH130. (Fulfills responsibilities, students in both productions will par- Not open to first-year students. Prerequisites: TH231 arts requirement and QR2 requirement.) L. Opitz ticipate in a weekly seminar class through which pro- and permission of the instructor. duction work will be synthesized with various per- C. Anderson, A. Becker TH 238. COSTUME DESIGN 3 spectives from other liberal arts disciplines. Seminars A studio course in the principles and practice of stage for both productions will focus on the study of perti- TH 333. THE DIRECTOR AS COLLABORATIVE costume design, including an historical survey of nent theatrical, literary, social, political, and economic ARTIST 3 clothes, moral conventions, and theatrical costume. issues surrounding the play. The studio production An advanced seminar course stressing the relation- The process of design development from concept to continues its seminar sessions after the production is ship of the director’s insights to the insights and work completed plates will be encountered through a over. Post-production topics may include issues of actors, designers, stage managers, composers, series of assigned projects. Offered every other fall raised in the theater company critiques, continued and musicians. Students examine a variety of directo- semester. Prerequisite: TH129. Alternates with TH337 exploration of the playwright’s works, continued study rial models and theories. Students also analyze their in fall semester. P. Pawliczak of the themes, etc. Students will meet with the faculty own collaborative efforts and directorial strategies in to determine the appropriate number of semester various workshop productions. Prerequisite: TH230 or hours for each experience. This course may be 231, or permission of instructor. repeated, but semester hours are limited to a maxi- G. Dasgupta or the Department mum of six. Prerequisite: Permission of the department. The Department

160 TH 299. PROFESSIONAL INTERNSHIP IN Women’s Studies Completion of the major strengthens students’ THEATER 3 or 6 preparation for further work in fields including Internship opportunity for students whose curricular Director of the Women’s Studies Program: women’s studies, law, public and international foundations and cocurricular experience have pre- affairs, social sciences, the humanities, commu- pared them for professional work related to the major Adrienne Zuerner field. With faculty sponsorship and department nications, and the arts. Through the major, stu- approval, students may extend their educational Affiliated Faculty dents also gain a foundation for understanding experience into such areas as stage managing; light- the social, intellectual, and political forces that ing; scene design and construction; costume design, American Studies: Mary C. Lynn, Joanna shape their personal and professional lives. The construction, and restoration; sound design and Schneider Zangrando, Jerry Philogene major leads to a bachelor of arts degree. implementation; acting; directing; and theater management and promotion. Prerequisite: one of the fol- Anthropology: Susan Bender, Gerald Erchak, Students majoring in women’s studies must lowing courses pertinent to the chosen area of the successfully complete nine courses, at least internship: TH103, 129, 130, 231, 228, or 235, or Jill Sweet 335. three of which must be at the 300 level, for a Art History: Lisa Aronson, Katherine Hauser, total of at least thirty credit hours, including: TH 335. THE SKIDMORE THEATER Penny Jolly, Deborah Hutton COMPANY† 2 1. Introduction to Women’s Studies. This Participation for theater majors and non-majors inter- Classics: Leslie Mechem requirement may be fulfilled in one of two ested in theater production. Advanced level work is ways: usually: working as a designer, as a director, perform- Economics: Sandy Baum ing in a substantial role, in a leadership capacity or a) WS101, Introduction to Women’s Studies specialist on crews or management areas. All company members are a part of the production process English: Barbara Black, Joanne Devine, b) In exceptional cases and only with per- from concept to design to execution and evaluation. Catherine Golden, Sarah Webster Goodwin, mission of the director of the Women’s This course may be repeated for a maximum of four Kate Greenspan, Susan Kress, Susannah Studies Program, two entry-level courses semester hours. (Normally this course is only open to Mintz, Phyllis Roth, Mason Stokes in the women’s studies curriculum in dif- seniors.) Prerequisite: TH235. Non-liberal arts. ferent areas (social sciences, humanities, D. Yergan and the Department French: Adrienne Zuerner or the sciences). Students who take this option must successfully complete eleven TH 376. SENIOR PROJECT† 3 This course provides a culminating experience for the Geosciences: Katherine Cartwright courses for the major. theater major. In consultation with faculty, each stu- 2. WS201, Feminist Theories and Government: Katherine Graney, Natalie dent will submit a project proposal during the junior Methodologies. Prerequisite: WS101. year. Projects should be based upon the student’s Fuehrer Taylor past work and provide an appropriate next challenge 3. At least one course from the women’s stud- for the student’s development as a theater artist. History: Erica Bastress-Dukehart, Jordana ies curriculum including works by or about Projects will be supervised by an appropriate faculty Dym, Margaret Pearson member. Possible projects include: women of color or women from other cultures. This category includes courses with a Italian: Shirley Smith a. Preparing a thesis (research paper, design non-Western focus (e.g., “Issues of Gender project, etc.) in African Art,” “Women in the Economy”) as Library: Barbara Norelli b. Performing in a seminar or faculty directed well as those that deal centrally with cultur- studio production ally diverse groups within the United States. c. Directing a studio production Management and Business: Pushkala Prasad d. Designing a studio or seminar production 4. Five additional courses in the women’s stud- e. Serving in one of a number of approved pro- Music: Deborah Rohr duction positions such as general manager, ies curriculum. Courses should reflect the interdisciplinary nature of women’s studies production manager, technical director, etc. Philosophy: Joel Smith by drawing from at least three different disci- Students unable to accomplish projects due to the plines. Electives should be selected in con- Psychology: Joan Douglas, Beth Gershuny casting or nature of available production will revise sultation with the program director so as to proposal during the senior year. Prerequisites: constitute both exploration and concentra- Religion: Mary Zeiss Stange TH250; senior status as a theater major; senior tion. A concentration, normally three courses minors may participate with permission of depart- at least one of which is at the 300 level, ment. The Department Sociology: Catherine White Berheide, Susan may be designed to focus on a discipline, a Walzer TH 399. PROFESSIONAL INTERNSHIP IN theme, a time period, or an issue. THEATER 3, 6, or 9 Spanish: Viviana Rangil, Patricia Rubio Professional experience at an advanced level for jun- 5. WS375: Senior Seminar in Women’s iors and seniors with substantial academic and cocur- Studies. Prerequisites: WS101 and 201. ricular experience in the major field. With faculty Theater: Carolyn Anderson sponsorship and department approval, students may HONORS: Students desiring honors in THE WOMEN’S STUDIES MAJOR: Women’s extend their educational experience into such areas women’s studies must meet the requisite as stage managing; lighting; scenic design and con- studies is an interdisciplinary academic field grade-point average and must complete a sen- struction; costume design, construction, and restora- that draws on feminist theories and scholar- ior thesis under the supervision of a women’s tion; sound design and implementation; acting; direct- ship by and/or about women to analyze the studies faculty member. The thesis must be ing; and theater management and promotion. experiences, perspectives, and contributions of Prerequisite: students must have completed all inter- approved for honors by the Women’s Studies women and systems of gender relations in var- mediate level theater courses appropriate to the area Advisory Board. of the internship and be recommended by an instruc- ious cultural settings and time periods. The women’s studies major is a multidisciplinary tor in the chosen area of study. The Department THE WOMEN’S STUDIES MINOR: A minor program that involves students in the explo- consists of five courses, for a total of at least ration of topics such as the social construction eighteen semester hours, including WS101 of gender, women’s historical and contempo- and 201; and three additional courses, at least rary experiences, and their roles within various one at the 300 level, chosen from the women’s societies. studies curriculum in consultation with the pro- †This course may be repeated for credit at the dis- gram director. cretion of the department. 161 Women’s Studies Curriculum WS 376. SENIOR THESIS 3 The following list may be revised with the Independent study and research leading to a thesis approval of the director as departments offer WS 101. INTRODUCTION TO WOMEN’S examining, from an interdisciplinary perspective, a additional courses in women’s studies. STUDIES 4 topic relevant to women’s studies. Students will work under the direction of a faculty advisor as well as a An introduction to the origins, purpose, subject mat- AH 369 Women in the Visual Arts second reader. Open to women’s studies majors only, ters, and methods of women’s studies. Through an AH 375D Seminar: Theory and Methodology and required of candidates for program honors. interdisciplinary investigation of the evolving body of “Gender Issues in Late Medieval and scholarship by and about women, this course pres- Renaissance Art” ents a survey of women’s social, psychological, his- WS 399. PROFESSIONAL INTERNSHIP IN AH 376E Colloquia in Art History: torical, political, and cultural experiences. The goal of WOMEN’S STUDIES 3 “Issues of Gender in African Art” the course is to help students develop a critical Internship opportunity for students whose academic AM 340 Women and Work in America framework for thinking about gender and sexuality, and cocurricular experience has prepared them for AM 341 African American Women in the Visual with special attention to issues of class, race, and professional work related to women’s studies. With Arts ethnicity. (Fulfills LS2 requirement.) faculty sponsorship and approval of the director of AM 363 Women in American Culture the Women’s Studies Program, students may extend AM 376 Disorderly Women WS 201. FEMINIST THEORIES AND their educational experience into such areas as coun- AN 242 North American Indians METHODOLOGIES 3 seling, education, crisis intervention, health care AN 260 Southwest Indians A critical exploration of the history, development, delivery, business and management, and other areas AN 347 Women and Gender in Evolutionary impact, and implications of feminist theory. Beginning relevant to women’s studies. Academic assignments Perspective with seventeenth- and eighteenth-century proto-femi- will be determined by the faculty sponsor in consulta- AN 351 Topics in Anthropology nism, the course moves through the “first and second tion with the on-site supervisor. Prerequisites: Two “Gender in East Asia” waves” of the women’s movement in the nineteenth courses in women’s studies, at least one of which is “Magic, Ritual, and Religion” and twentieth centuries, and looks toward the future at the 200 or 300 level. CC 365 Topics in Classical Studies through consideration of current trends in feminist “Family in Antiquity” theory and method. Emphasis is placed on the cross- “Women in Antiquity” disciplinary nature of feminist inquiry, and the specific EC 351 Women in the Economy ways in which particular methodologies arise from or EN 208 Language and Gender relate to specific theoretical positions. Prerequisite: EN 223 Women and Literature WS101. EN 229 Native American Women Writers EN 316 Nineteenth-Century Novel WS 210. ECOFEMINISM, WOMEN AND THE EN 338 Queer Fictions ENVIRONMENT 3 EN 357 The Rise of Modern American Literature An interdisciplinary exploration of the complex rela- EN 360 Women Writers tionship between feminist theory and praxis, and EN 363 Special Studies in Literary History environmental philosophy and activism. Using the “The James Circle” idea of “ecofeminism” as its unifying focus, the “Manhattan in the Twenties” course examines such national and global issues as “Jane Austen: Texts and Contexts” deforestation, overpopulation, species extinction, GO 223 Current Issues in Public Policy bioregionalism, environmental pollution, habitat loss, GO 313 Politics of Contemporary United States development, and agribusiness. Representative per- Social Movements spectives include those based in deep ecology, social GO 352 Women and the Law ecology, animal and nature rights, human ecology, GO 353 Sex and Power earth-based spiritualities, “wise use,” the “land ethic,” GO 354 Feminist Political Thought conservation, and wildlife management. (Fulfills LS2 GO 357 Sexing Global Politics: Gender and requirement.) M. Stange International Relations HI 215C Perceptions of Medieval and Early WS 220. TOO FAT? TOO THIN? WOMEN AND Modern Women EATING DISORDERS 3 HI 228 Race, Class, and Gender in Latin America The course begins with a historical examination of HI 362 Japan: Women’s Diaries the ways in which the female body has been coded LS2 102 Romance and Gender with meanings, and the effects those meanings have LS2 120 Sexual Science had on women’s real lives. We will study the ambiva- LS2 136 American Women Entrepreneurs lence and contradictions regarding norms of health, LS2 152 Women and Music thinness, and obesity. We will approach eating disor- LS2 178 Born in America ders from feminist perspectives, which consider these LS2 181 How Do Women Look? Woman as behaviors as women’s responses to oppression. Object/Subject in Contemporary American Finally we will consider food from a scholarly as well Visual Culture as real-life perspective. Prerequisite: WS101 or one LS2 197 Images of Contemporary Italian Women course listed as applicable to Women’s Studies. LS2 198 Images of Latinas V. Rangil LS2 216 Women in Science MB 336H Diversity and Discrimination in the WS 371, 372. INDEPENDENT STUDY 3, 3 American Workplace: Is the Melting Pot A program of individual reading and research under Boiling Over? the direction of the women’s studies faculty. PS 331 Psychology of Women Prerequisite: approval of the director of women’s RE 205 Women, Religion, and Spirituality studies. RE 220 Encountering the Goddess in India RE 330 Advanced Topics in Religion: “Feminist WS 375. SENIOR SEMINAR IN WOMEN’S Theologies” STUDIES 4 SB 315 Work, Family, and Organizations Exploration of primary and secondary sources in the SO 214 Family and Gender interdisciplinary examination of a particular theme or SO 225 Quantifying Women topic in women’s studies. The focus is on advanced SO 316 Women in Modern Society research, and close attention is paid to the develop- SO 331 Women in Global Economy ment, organization, and production of a major project. TH 334 Special Studies in Theater History and Students will present their research to the seminar; Theory: “Women in American Theater” those intending to write an honors thesis will present their thesis proposals. Prerequisite: WS101 and 201.

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Enrollment Statistics GEOGRAPHIC DISTRIBUTION, FALL 2004 Arizona ...... 1 Austria ...... 1 RETENTION California ...... 81 Bermuda ...... 1 Colorado ...... 20 Bulgaria ...... 1 Information on retention is available from the Connecticut ...... 233 Canada ...... 2 Office of the Registrar. Delaware ...... 4 China ...... 1 District of Columbia ...... 6 Colombia ...... 1 Retention rates for the 2003–2004 academic Florida ...... 19 England ...... 2 year (fall to fall). All percentages are calculated Georgia ...... 10 Germany ...... 3 using the number of students remaining from Hawaii ...... 5 Guadeloupe ...... 1 the entering class cohort. Idaho ...... 1 Hong Kong ...... 3 Illinois ...... 31 Indonesia ...... 2 Entering 2001 (juniors) 83.8% Indiana ...... 5 Jamaica ...... 1 Entering 2002 (sophomores) 84.7% Iowa ...... 5 Japan ...... 2 Entering 2003 (first-years) 93.5% Kansas ...... 3 Morocco ...... 1 Louisiana ...... 1 Nepal ...... 1 Maine ...... 50 Philippines ...... 1 DEGREES CONFERRED IN 2003–2004 Maryland ...... 56 Qatar ...... 1 Massachusetts ...... 408 Romania ...... 1 Skidmore College conferred 376 B.A. and 159 Michigan ...... 11 Russia ...... 1 B.S. degrees from August 2003 through May Minnesota ...... 26 Scotland ...... 1 2004. In addition, 25 B.A. and 37 B.S. degrees Missouri ...... 5 Sierra Leone ...... 1 were conferred on graduates of the Skidmore Montana ...... 4 Singapore ...... 1 College University Without Walls program. New Hampshire ...... 67 South Korea ...... 1 Nine M.A. degrees were awarded graduates of New Jersey ...... 189 Swaziland ...... 1 the Master of Arts in Liberal Studies program New Mexico ...... 2 Switzerland ...... 5 for 2003–2004. New York ...... 673 Taiwan ...... 1 North Carolina ...... 7 Thailand ...... 1 Ohio ...... 44 United Arab Emirates . . . .1 GRADUATION RATES** Oklahoma ...... 1 Oregon ...... 8 TOTAL ...... 2,316 Initial Cohort, Fall 1998 Pennsylvania ...... 94 Total full-time first-year students 596 Rhode Island ...... 41 Graduates by August 2002 482 South Carolina ...... 9 Additional graduates by August 2003 22 Tennessee ...... 4 Additional graduates by August 2004 2 Texas ...... 11 Total graduates by August 31, 2004 506 Utah ...... 1 Vermont ...... 101 Percentage of students receiving baccalaure- Virginia ...... 15 ate degrees within period of six academic Washington ...... 17 years: 85% Wisconsin ...... 4 Wyoming ...... 3 **UWW students not included

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PAULINE SKOGSBERG KISIEL ’62 M. ELIZABETH TIDBALL, L.H.D. ’84 Board of Trustees Sherborn, Massachusetts Adamstown, Maryland 2004–2005 B.S., Skidmore College B.A., Mount Holyoke College; M.S., Ph.D., University of Wisconsin at ROBERT M. LADD DALE CONRON AHEARN ’75 Madison; Manchester, Maine Ridgefield, Connecticut M.T.S., Wesley Theological Seminary B.A., Bard College; B.S., Skidmore College M.A., Trinity College; WILMA STEIN TISCH ’48, L.H.D. ’90 BARBARA McILVEEN BALDWIN ’61 Ed.D., University of Virginia New York, New York Short Hills, New Jersey B.S., Skidmore College KIM P. MACALISTER ’76 B.A., Skidmore College Charleston, South Carolina LINDA TOOHEY SUSAN GOTTLIEB BECKERMAN ’67 B.S., Skidmore College Saratoga Springs, New York New York, New York B.A., M.A., University of Iowa SCOTT M. MARTIN ’79 B.A., Skidmore College; Los Angeles, California JASON L. TWOMEY ’94 M.B.A., Baruch College B.A., Skidmore College; Manchester, Massachusetts ROSEMARY BOURNE ’60 M.A., J.D., American University B.S., Skidmore College Oyster Bay, New York ELLIOTT MASIE PETER A. WAN ’95 B.A., Skidmore College; Saratoga Springs, New York Irvington, New York New York University Graduate School of B.A., Binghamton University B.A., Skidmore College Business BEVERLY HARRISON MILLER ’67 JANET LUCAS WHITMAN ’59 NANCY A. BRENNAN ’72 Concord, Massachusetts Summit, New Jersey Avon, Connecticut B.A., Skidmore College; B.S., Skidmore College, University B.A., Skidmore College; M.A., Fairfield University Without Walls M.S., Rensselaer Polytechnic Institute JOHN S. MORRIS Litt. D. ’91 SUSAN KETTERING CHARLES B. BUCHANAN Hamilton, New York WILLIAMSON ’59, L.H.D. ’98 Glenmont, New York B.A., University College of South Wales Lyme, New Hampshire B.A., Dartmouth College; and Monmouthshire; Skidmore College M.B.A., Harvard Business School M.A., The University of Cambridge; WILLIAM P. DAKE M.A., Colgate University; Saratoga Springs, New York Ph.D., Columbia University Emeriti B.M.E., Cornell University LELAND A. PEYSER ’81 MYLES A. CANE LL.D. ’98 DENNIS D. DAMMERMAN Livingston, New Jersey CARLETON A. CLEVELAND JR. Fairfield, Connecticut B.S., Skidmore College GEORGE H. COLTON LL.D. ’86 B.A., University of Dubuque SARA LUBIN SCHUPF ’62, LL.D. ’02 DALE OWEN COXE ’64 SAMUEL W. CROLL III ’73 PHILIP A. GLOTZBACH New York, New York JOAN LAYNG DAYTON ’63, L.H.D. ’03 Saratoga Springs, New York B.A., Skidmore College, University JUDITH PICK EISSNER ’64, L.H.D. ’95 B.A., Notre Dame University; Without Walls IRVING HARRIS M.A., M.Phil., Ph.D., Yale University KAY YEE TAI ’72 JAMES H. INGERSOLL JOHN J. P. HOWLEY ’80 Singapore PENNY KANICLIDES ’59 Colonia, New Jersey Greenwich, Connecticut ROBERT P. LARSON B.A., Skidmore College; B.A., Skidmore College CATHERINE MATHER J.D., New York Law School JAMES E. McCABE LL.D. ’91 OSCAR L. TANG, L.H.D. ’00 JEAN POSKANZER RUDNICK ’44 JOHN W. HUMPHREY New York, New York INEZ ZAGOREOS SCRIBNER ’62 Boston, Massachusetts B.S., Yale University EDGAR WACHENHEIM III B.S., Iowa State University; M.B.A., Harvard University JESSICA WEIS WARREN ’48 M.B.A., Harvard University SUZANNE CORBET THOMAS ’62, ARTHUR ZANKEL, LL.D. ’99 LINDA JACKSON-CHALMERS ’73 Chair Albany, New York Summit, New Jersey B.S., Skidmore College; B.A., Skidmore College M.S., State University of New York at M.S.W., Columbia University Albany

164 DAVID ATKATZ CATHERINE WHITE BERHEIDE Faculty Associate Professor of Physics; Professor of Sociology B.S., M.A., Ph.D., State University of New York B.A., Beloit College; Teaching Faculty 2005–2006 at Stony Brook M.A., Ph.D., Northwestern University

*YACUB ADDY 3BETTY V. BALEVIC JOHN J. BERMAN Lecturer in Music Associate Professor of Management and Business Professor of Psychology B.S., Syracuse University; B.A., Xavier University; *ANN ALTON M.S., State University of New York at Albany M.A., Ph.D., Northwestern University Lecturer in Music B.M., M.M., The Juilliard School; ALISON BARNES *IAN BERRY D.M.A., Manhattan School of Music Lecturer in English and Liberal Studies; Lecturer in Art and Art History; Teaching Assistant for Luce Object, Exhibition and Susan Rabinowitz Malloy '45 Curator LYNNE GOULD ALVAREZ Knowledge Grant Associate Director of Curatorial Affairs Lecturer in Theater B.F.A., Rhode Island School of Design; B.A., State University of New York at Albany; B.A., University of Michigan M.F.A., Syracuse University; M.A., Bard College M.F.A., University of North Carolina at CAROLYN ANDERSON Greensboro 3BARBARA BLACK Professor of Theater; Associate Professor of English Chair, Department of Theater DIANA BARNES A.B., Bryn Mawr College; B.A., Middle Tennessee State University; Lecturer in Foreign Languages and Literatures M.A., Ph.D., University of Virginia M.A., University of Illinois B.A., University of Alaska, Fairbanks; M.A., Washington State University *FRANCOIS BONNEVILLE HELENE ANDRIEU-PAFUNDI Lecturer in English and Liberal Studies Lecturer in Foreign Languages and Literatures ERICA BASTRESS-DUKEHART B.A., University of Massachusetts; B.A., M.A., Ph.D., Universite de Bordeaux III, Assistant Professor of History M.A., Colorado State University; France B.S., University of Oregon; Ph.D., State University of New York at Albany M.A., Ph.D., University of California at Berkeley 2JOHN ANZALONE PHILIP BOSHOFF Professor of French SANDY BAUM Associate Professor of English; B.A., University of Massachusetts, Boston; Professor of Economics Director, Honors Forum; M.A., Ph.D., Tufts University B.A., Bryn Mawr College; Director, Writing Center M.A., Ph.D., Columbia University B.A., State University of New York College at GABRIEL AQUINO Oneonta; Lecturer in Sociology POLA BAYTELMAN M.A., Ph.D., Purdue University B.A., M.A., State University of New York at Senior Artist-in-Residence, Music; Albany Moseley Lecturer, 2005–06 KATE KELLY BOUCHARD B.M., University of Chile; Lecturer in Theater PAUL J. ARCIERO M.M., Artist's Diploma, New England Associate Professor of Exercise Science Conservatory of Music; ROBERT BOYERS B.S., Central Connecticut State University; D.M.A., University of Texas at Austin Professor of English; M.S., Purdue University; Tisch Professor of Arts and Letters M.S., University of Vermont; ALMA BECKER B.A., Queens College; D.P.E., Springfield College Senior Artist-in-Residence, Theater M.A., New York University

MICHAEL F. ARNUSH LUCILLE BEER KAREN BRACKETT Associate Professor of Classics; Lecturer in Music Lecturer in Education; Director, First-Year Experience Program Director, Skidmore Early Childhood Center B.A., Stanford University; SUSAN BELDEN B.S., Skidmore College; Ph.D., University of Pennsylvania Associate Professor of Management and Business M.S., State University of New York at Albany B.S., Ph.D., University of Utah LISA ARONSON UNA BRAY Associate Professor of Art History SUSAN BENDER Associate Professor of Mathematics B.A., Wayne State University; Professor of Anthropology B.A., City College of New York; M.A., Ph.D., Indiana University B.A., Goucher College; M.A., Brooklyn College of City University of M.A., Ph.D., State University of New York at New York; HILDA ARRECHA Albany Ph.D., Polytechnic Institute of New York Teaching Associate in Athletics B.S., University of Puerto Rico *ANGEL BERENGUER DONNA BRENT Lecturer in Spanish; Visiting Assistant Professor of Education ANDREW ASHTON Assistant Director, Skidmore in Madrid B.A., M.A., M.S., Ph.D., State University of New Systems Librarian Lic., University of Grenada; York at Albany B.A., Cornell University; D. es L., University of Paris III M.A., M.L.S., State University of New York at BEAU BRESLIN Albany *JOAN BERENGUER Associate Professor of Government; Lecturer in Spanish; Chair, Department of Government Key to symbols Director, Skidmore in Madrid B.A., Hobart College; 1 L. es L., M. es L., University of Paris III; M.A., Ph.D., University of Pennsylvania Absent on leave fall semester 2005 D. es L., University of Barcelona 2Absent on leave spring semester 2006 3Absent on leave for the year 2005–2006 *Part-time faculty 165 REGIS C. BRODIE KARA L. CETTO DANIEL CURLEY Professor of Art; Teaching Associate in Chemistry Assistant Professor of Classics Director, Summer Six Art Program B.S., University of New England; M.S., B.A., Beloit College; B.S., M.Ed., Indiana University of Pennsylvania; University of North Carolina at Charlotte A.M., Washington University; M.F.A., Tyler School of Art of Temple University University of Washington at Seattle *VEENA CHANDRA ISABEL H. BROWN Lecturer in Music and Hindi *CAROLINE D’ABATE Associate Professor of Dance B.T., M.A., Agra University; Assistant Professor of Management and Business A.B., Vassar College; M.M., Prayay Sangit Samiti B.S., Skidmore College; M.S., Smith College Ph.D., State University of New York at Albany DUNG-LAN CHEN JOEL BROWN Biliographic Services Librarian JOHN E. DALEY Senior Artist-in-Residence, Music Lecturer in Management and Business B.M., Philadelphia College of Performing Arts; MAO CHEN B.S., State University of New York at Plattsburgh M.M., Ithaca College Associate Professor of Chinese; M.A., State University of New York at Albany Director, Asian Studies Program *P. TIMOTHY BROWN B.A., Beijing Second Foreign Languages *CHARLES D’ALOIA Professor of Exercise Science Institute; Lecturer in Music B.S., Keene State College; M.A., Ph.D., State University of New York at M.S., P.E.D., Indiana University Stony Brook *JOHN DANISON Lecturer in Art 3JOHN BRUEGGEMANN CAROL CHIARELLA B.A., Empire State College; Associate Professor of Sociology; Lecturer in Management and Business M.A., State University of New York at Albany Associate Dean of Faculty Development B.S., M.S., State University of New York at B.A., Earlham College; Albany MONICA DAS M.A., Ph.D., Emory University Visiting Instructor of Economics NGINA S. CHITEJI M.A., State University of New York College at *CONSTANCE BURKE Assistant Professor of Economics Delhi; Lecturer in Sociology A.B., Brown University; M.Phil., Jawaharlal Nehru University B.A., Wheaton College; Ph.D., University of North Carolina M.A., University of Massachusetts at Boston; GAUTAM DASGUPTA M.A., Brandeis University SARAH E. COOPER Professor of Theater Teaching Associate in Exercise Science B.S., Jadavpur University; TIMOTHY W. BURNS Head Women's Soccer Coach, Fitness/Recreation M.F.A., M.A., University of Connecticut Associate Professor of Government Director, and Physical Activity Instructor B.A., Boston College; *NANCY JO DAVIDSEN M.A., Ph.D., University of Toronto 2RUTH COPANS Lecturer in Music College Librarian, Special Collections Librarian B.A., Barnard College GRACE M. BURTON B.A., M.A., University of Massachusetts; Associate Professor of Spanish; M.L.S., State University of New York at Albany LORI A. DAWSON Interim Dean of Studies Technical Director of Dance Theater B.A., Bucknell University; DAN CORDELL B.A., University of Akron; Ph.D., Duke University Lecturer in Music M.F.A., University of Massachusetts at Amherst

VICTOR L. CAHN PAUL J. CORR, C.P.A. ALICE M. DEAN Professor of English Associate Professor of Management and Business Professor of Mathematics A.B., Columbia College; B.A., State University of New York at Buffalo; B.A., Herbert H. Lehman College of the City M.A., Ph.D., New York University M.S., State University of New York at Albany; University of New York; M.A., Ph.D., Washington University M.A., Ph.D., University of Massachusetts MARTIN J. CANAVAN, C.P.A. Associate Professor of Management and Business MARY ELIZABETH CORREA LENORA de La LUNA B.B.A., Siena College; Associate Professor of Management and Business Assistant Professor of Education M.S., State University of New York at Albany B.S., Boston College; B.A., State University of New York at M.S.N., Yale University, School of Nursing; Binghamton; MANOEL CARTAGENES Ph.D., Purdue University M.A., University of Illinois at Urbana- Lecturer in Portuguese Champaign; A.A., Rio De Janeiro Industrial College JOHN COSGROVE Ph.D., Purdue University Access Services Librarian KATHARINE CARTWRIGHT B.A., State University of New York College at JENNIFER DELTON Lecturer in Geosciences Oneonta; Associate Professor of History; B.A., College of Charleston; M.A., M.L.S., State University of New York at Chair, Department of History M.S., Syracuse University Albany B.A., University of Minnesota at Minneapolis; M.A., Ph.D., Princeton University JANET CASEY JOHN CUNNINGHAM JR. Visiting Associate Professor of English Professor of Art THOMAS DENNY B.A., College of the Holy Cross; B.A., Kenyon College; Associate Professor of Music; M.A., Ph.D., University of Delaware B.F.A., M.F.A., Yale University Chair, Department of Music B.A., Haverford College; M.A., Ph.D., Eastman School of Music, University of Rochester

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*ROBERT P. DeSIENO MICHAEL C. ENNIS-McMILLAN MARY ANN FOLEY Professor of Computer Science; Associate Professor of Anthropology; Professor of Psychology; Program Development and Sponsored Research Associate Chair, Department of Sociology, Chair, Department of Psychology; Officer for the Natural Sciences Anthropology and Social Work Class of 1948 Professor for Excellence in Teaching B.S., M.S., Union College; B.S., Northern Michigan University; B.A., Nazareth College of Rochester; Ph.D., University of California, Davis M.A., Ph.D., Michigan State University Ph.D., State University of New York at Stony Brook JOANNE DEVINE GERALD M. ERCHAK Professor of English Professor of Anthropology CAROLYN FORCHÉ B.A., Trinity College; B.A., Ohio State University; Professor of English; M.A., Ph.D., Michigan State University A.M., Ph.D., Harvard University Director, Creative Writing Center B.A., Justin Morrill College, Michigan State 3TERENCE DIGGORY KENDRA J. ESHLEMAN University; Professor of English; Visiting Assisting Professor of Classics M.F.A., Bowling Green University Chair, Department of English B.A., Swarthmore College; B.A., Yale University; Ph.D., University of Michigan *MARK FOSTER D. Phil., Oxford University Lecturer in Music CYNTHIA A. EVANS B.M., Eastman School of Music, University of MARY DiSANTO-ROSE Lecturer in French; Rochester Associate Professor of Dance; Director, Foreign Language Resource Center Chair, Department of Dance B.A., Central Washington University; WILLIAM FOX B.S., St. Lawrence University; M.A., Arizona State University; Professor of Sociology M.Ed., Ed.D., Temple University Ph.D., State University of New York at Albany B.A., University of Michigan; M.A., Ph.D., Indiana University CATHERINE DOMOZYCH DENISE L. EVERT Senior Teaching Associate in Biology Associate Professor of Psychology; COREY R. FREEMAN-GALLANT B.A., Glenville State College; B.A., Gettysburg College; Associate Professor of Biology; Ph.D., Miami University M.A., Wesleyan University; Chair, Department of Biology; M.A., Ph.D., Princeton University Class of 1964 Professor for Leadership in the Sciences DAVID DOMOZYCH A.B., Bowdoin College; Professor of Biology; GIUSEPPE FAUSTINI Ph.D., Cornell University B.S., Southern Connecticut State University; Professor of Italian Ph.D., Miami University B.A., Immaculate Conception College; MICHELLE W. FREY M.A., Middlebury College; Assistant Professor of Chemistry TIMOTHY S. DONAHUE Ph.D., Harvard University B.A., Ithaca College; Reference/Instruction Librarian Ph.D., Pennsylvania State University B.A., University of Maryland; PATRICIA FEHLING M.A., St. John’s College Associate Professor of Exercise Science STEVEN T. FREY B.S., M.S., Northern Illinois University; Associate Professor of Chemistry *JOAN DELAHANTY DOUGLAS Ph.D., University of Illinois B.S., Ithaca College; Professor of Psychology; Ph.D., Pennsylvania State University B.S., Cornell University; DEBRA FERNANDEZ M.S., State University of New York College at Associate Professor of Dance *JOHN GALT Brockport; B.A., University of South Florida Visiting Assistant Professor of Art Ph.D., State University of New York at Albany B.A., State University of New York College at KATIA FERREIRA Cortland; JORDANA DYM Lecturer in Portuguese M.F.A., University of Pennsylvania Assistant Professor of History B.A., M.A., Stanford University; D. LESLIE FERST MICHAEL J. GARCIA M.Phil., Ph.D., New York University Visiting Assistant Professor of Art Teaching Associate in Athletics; B.A., Skidmore College; Athletic Trainer MICHAEL ECKMANN M.F.A., Boston University B.A., State University of New York College at Lecturer in Computer Science Potsdam; B.A., B.S., M.S., Lehigh University KEVIN A. FLETCHER M.S., Alfred University Lecturer in Environmental Studies GOVE W. EFFINGER B.S., State University of New York at Geneseo *JULIE GEDALECIA Professor of Mathematics M.S., Rensselaer Polytechnic Institute Lecturer in Dance B.A., Williams College; M.A., University of Oregon; HUGH J. FOLEY BETH S. GERSHUNY Ph.D., University of Massachusetts Professor of Psychology Assistant Professor of Psychology B.A., St. John Fisher College; B.A., Skidmore College; *CAROL ANN ELZE Ph.D., State University of New York at M.A., University of Missouri, Columbia; Lecturer in Music Stony Brook Ph.D., University of Missouri, Columbia B.A., Crane School of Music, State University of New York College at Potsdam RAYMOND J. GIGUERE Professor of Chemistry *MICHAEL EMERY B.A., Kalamazoo College; Lecturer in Music Dr. rer. nat., University of Hannover B.S., College of St. Rose; M.M., Manhattan School of Music

167 ROY H. GINSBERG LINDA HALL LINDA HOFMANN Professor of Government Assistant Professor of English Reference/Catalog Librarian B.A., Bradley University; B.A., Sarah Lawrence College; M.A., Ph.D., George Washington University M.F.A., Columbia University MARK HOFMANN Professor of Mathematics; BENJAMIN M. GIVAN JUDITH A. HALSTEAD B.S., Bates College; Assistant Professor of Music Professor of Chemistry; M.S., Ph.D., University of New Hampshire B.A., Brown University; B.A., State University of New York at M.Phil., Ph.D., Yale University Binghamton; ANTHONY HOLLAND Ph.D., Rensselaer Polytechnic Institute Associate Professor of Music MARIE GLOTZBACH B.M., Baldwin-Wallace College; Lecturer in Theater PATRICIA HAN M.M., D.M.A., Cleveland Institute of Music and Visiting Assistant Professor of French Case Western Reserve University CATHERINE GOLDEN B.A., Haverford College; Professor of English M.A., M.Phil., Ph.D., Columbia University GREG HRBEK A.B., Brown University; Writer-in-Residence Ed.D., Harvard University; *MARY HARNEY B.A., Vassar College; Ph.D., University of Michigan Lecturer in Dance M.F.A., University of Iowa

FRANCISCO GONZALEZ TIMOTHY L. HARPER MARK E. HUIBREGTSE Associate Professor of Philosophy; Assistant Professor of Management and Business Professor of Mathematics Chair, Department of Philosophy and Religion B.S., M.B.A., Bowling Green State University; B.A., Haverford College; B.A., Northern Illinois University; Ph.D., State University of New York at Albany Ph.D., Massachusetts Institute of Technology M.A., Ph.D., University of Toronto REGINA HARTMANN *ELIZABETH HUNTLEY SARAH WEBSTER GOODWIN Lecturer in Arabic Lecturer in Music Professor of English; Ph.D., University of Erlangen B.A., Union College; Associate Dean of the Faculty M.A., Boston University; A.B., Harvard University; KATHERINE HAUSER M.M., New England Conservatory of Music M.A., Ph.D., Brown University Associate Professor of Art History B.A., University of California, Davis; R. DANIEL HURWITZ KATHERINE E. GRANEY M.A., Ph.D., University of California at Professor of Mathematics Associate Professor of Government Los Angeles B.A., Macalester College; B.A., College of the Holy Cross; M.S., Ph.D., University of Illinois M.A., Ph.D., University of Wisconsin at Madison MIMI HELLMAN Assistant Professor of Art History REGINA HURWITZ CHARLENE GRANT B.A., M.A., Smith College; Lecturer in Arabic Lecturer in Foreign Languages and Literatures Ph.D., Princeton University B.A., M.A., University of Minnesota; MASAKO INAMOTO M.B.A., Eastern Washington University RICHARD HIHN Lecturer in Foreign Languages and Literatures Senior Artist-in-Residence, Music B.A., Kwansei Gakuin University; JANE S. GRAVES B.M., Eastman School of Music; M.S., State University of New York at Albany Associate Professor,Viusal Resources/Arts Librarian M.M., University of Michigan; M.A., Ohio State University B.A., University of Kansas; D.M.A., University of Colorado M.L.S., State University of New York at Albany KRASSIMIR IVANOV PATRICIA J. HILLEREN Lecturer in Music *GENE MARIE GREEN Assistant Professor of Biology; Lecturer in Music Charles Lubin Family Chair for Women in Science REGINA M. JANES B.M., Oberlin College Conservatory B.S., St. Cloud State University; Professor of English M.S., St. Cloud State University; A.B., University of California, Berkeley; JILL BELDING GREENLEAF Ph.D., University of Minnesota at Minneapolis M.A., Ph.D., Harvard University Teaching Associate; Aquatics Director and Head Swim Coach MATTHEW D. HOCKENOS HÉDI A. JAOUAD B.A., Swarthmore College; Associate Professor of History Associate Professor of French M.A., Smith College B.A., Connecticut College; B.A., University of Tunis; M.A., Ph.D., New York University M.A., La Sorbonne Nouvelle; KATE GREENSPAN Ph.D., Temple University Associate Professor of English 2HOLLEY S. HODGINS B.A., Skidmore College; Associate Professor of Psychology PENNY JOLLY M.A., Ph.D., University of Massachusetts at B.S., Roberts Wesleyan College; Professor of Art History; Amherst M.A., St. Bonaventure University; Kenan Professor of Liberal Arts; Ph.D., University of Rochester B.A., Oberlin College; COLLEEN GROSSNER M.A., Ph.D., University of Pennsylvania Lecturer in Exercise Science STEVEN A. HOFFMANN Professor of Government; ROBERT J. JONES DEBORAH R. HALL Joseph C. Palamountain Professor of Government Associate Professor of Economics Assistant Professor of Art; B.A., Harpur College, State University of New B.A., St. John’s University; B.F.A., Rochester Institute of Technology; York at Binghamton; M.A., M. Phil., Ph.D., Columbia University M.F.A., Vermont College M.A., Ph.D., University of Pennsylvania

168 *CHARLES M. JOSEPH ELZBIETA LEPKOWSKA-WHITE HASSAN H. LÓPEZ Professor of Music; Associate Professor of Management and Business Assistant Professor of Psychology Vice President for Academic Affairs B.S., M.S., University of Olsztyn; B.A., Harvard University B.M., West Virginia University; M.S., University of Florida; Ph.D., University of Michigan M.M., University of Illinois; Ph.D., University of Massachusetts at Amherst Ph.D., University of Cincinnati College BEATRIZ LOYOLA Conservatory of Music JUAN CARLOS LÉRTORA Visiting Assistant Professor of Spanish Professor of Spanish B.A., Universidad Autonóma de Querétaro; *DAVID KARP Prof. de Castellano, Valparaiso; M.A., Western Michigan University Associate Professor of Sociology; Ph.D., University of Alberta Director, Law and Society Program; PATRICIA LYELL Chair, Department of Sociology, Anthropology, and RUTH ANDREA LEVINSON Visiting Assistant Professor of Art Social Work Professor of Education; B.S., Skidmore College; B.A., University of California at Berkeley; B.A., Sarah Lawrence College; M.F.A., Maryland Institute of Art M.A., Ph.D., University of Washington M.S.Ed., Bank Street College of Education; Ph.D., Stanford Graduate School of Education *RICHARD F. LYMAN BERNARD H. KASTORY Lecturer in Education F. William Harder Chair in Business Administration MURRAY J. LEVITH B.S., State University of New York College at B.S., University of Illinois at Urbana; Professor of English Brockport; M.B.A., Northwestern University B.A., Washington and Jefferson College; M.A., Syracuse University M.A., University of Nebraska; KAREN KELLOGG Ph.D., Syracuse University MARY C. LYNN Assistant Professor of Environmental Studies; Professor of American Studies; Director, Environmental Studies Program THOMAS S. W. LEWIS Douglas Family Chair in American Culture, History, B.S., University of Iowa; Professor of English and Literary and Interdisciplinary Studies Ph.D., Pennsylvania State University B.A., University of New Brunswick; B.A., Elmira College; M.A., Ph.D., Columbia University Ph.D., University of Rochester JAMES J. KENNELLY Associate Professor of Management and Business; WILLIAM LEWIS YAHYA METE MADRA B.S., Montclair State College; Assistant Professor of Philosophy and Religion Lecturer in Economics M.B.A., Ph.D., New York University B.A., Skidmore College; B.A., Bogaziçi University Ph.D., Pennsylvania State University JOHN KIRK *PATRICE MALATESTINIC Lecturer in Music REGINALD LILLY Lecturer in Music Professor of Philosophy; B.A., State University of New York at Albany; CHRISTINE KOPEC Director, Religious Studies Program; M.M., College of St. Rose Visiting Assistant Professor of Management and B.A., University of Vermont; Business M.A., Ph.D., Duquesne University DAVID J. MARCINKO A.B., Ripon College; Lecturer in Management and Business J.D., Albany Law School 1DENISE WARNER LIMOLI B.A., Saint Vincent College; Associate Professor of Dance Ph.D., Boston College SUSAN KRESS Professor of English RICHARD H. LINDEMANN *ADRIANA MARKOVSKA B.A. Manchester University; Associate Professor of Geosciences, Lecturer in Dance Ph.D., Cambridge University Chair, Department of Geosciences Diploma, Conservatory of Music, Kosice; B.S., State University of New York College at M.M., Charles University, Prague *ERIC LATINI Oneonta; Lecturer in Music M.S., Ph.D., Rensselaer Polytechnic Institute KIMBERLY A. MARSELLA B.M., New England Conservatory of Music Senior Teaching Associate in Geosciences RICHARD LINKE B.S., Bates College; *SUSAN B. LAYDEN Associate Professor of Art; M.S., University of Vermont Lecturer in Liberal Studies; Ella Van Dyke Tuthill ’32 Chair in Studio Art Director, Higher Education Opportunity Program B.S., B.A., St. Lawrence University; *SUSAN MARTULA and Academic Opportunity Program M.F.A., Ohio University Lecturer in Music B.A., Siena College; B.A., Smith College; M.S., College of St. Rose; ROBERT LINROTHE M.M., Manhattan School of Music Ph.D., State University of New York at Albany Associate Professor of Art History; Director of Art History MICHAEL S. MARX KATE LEAVITT B.A., University of Minnesota; Associate Professor of English Associate Professor of Art; M.A., Ph.D., University of Chicago B.A., Columbia University; Chair, Department of Art and Art History M.A., Ph.D., University of Michigan B.F.A., University of Southern Maine; JILL A. LINZ M.A., M.F.A., State University of New York at Senior Teaching Associate in Physics JINYOUNG MASON Albany B.S., Stockton State College; Lecturer in Korean M.S., Rensselaer Polytechnic Institute 3SUSAN S. LEHR ALAIN MATTHEY de l’ETANG Professor of Education; LUIZ LOPES Lecturer in French; B.A., Concordia Teachers College; Lecturer in Music Director of Study Abroad Program, Paris M.A., St. Louis University; B.M., Universidade do Rio de Janeiro; B.A., University of Paris VIII; Ph.D., Ohio State University M.M., University of Michigan B.A., M.A., Ph.D., University of Paris I Sorbonne

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K. GARY McCLURE SUSANNAH MINTZ JOSHUA NESS Associate Professor of Management and Business; Associate Professor of English Assistant Professor of Biology B.S., United States Naval Academy; B.A., University of California at Berkeley; B.S., Duke University; M.B.A., Dartmouth College; M.F.A., Columbia University; Ph.D., University of Georgia Ph.D., University of Central Florida Ph.D., Rice University KYLE K. NICHOLS RONALD McEACHEN ANDREW L. MOLTENI Assistant Professor of Geology Teaching Associate in Athletics Lecturer in Psychology B.S., University of Washington at Seattle; B.S., West Virginia University; B.A., University of Ohio; M.S., Ph.D., University of Vermont M. Ed., Westchester State University M.A., State University of New York at Plattsburgh; BARBARA NORELLI JANET F. McGHEE B.A., St. John Fisher College Social Science Librarian Lecturer in Music; B.A., M.L.S., State University of New York at Director, Chamber Music Ensemble CRYSTAL DEA MOORE Albany B.M., New England Conservatory of Music; Assistant Professor of Social Work; M.M., New England Conservatory of Music Director, Social Work Program MARY-ELIZABETH O’BRIEN B.A., M.A., California State University at Associate Professor of German; DENISE BROOKS McQUADE Bakersfield; Director, International Affairs Program Teaching Associate in Biology M.S.W., Ph.D., School of Social Welfare, B.A., California State University, Long Beach; B.A., Wellesley College; Rockefeller College of Public Affairs and Policy, M.A., Ph.D., University of California, Los M.S., University of Connecticut, Storrs State University of New York at Albany Angeles

LESLIE MECHEM *DEBORAH MORRIS THOMAS O’CONNELL Lecturer in Classics; Visiting Assistant Professor of Art Assistant Professor of Computer Science Lecturer in Art History; B.F.A., Arizona State University; B.A., Marist College; Chair, Department of Classics M.F.A., California State University M.S., Ph.D., State University of New York at B.A., Douglass College, Rutgers University Albany W. MICHAEL MUDROVIC *MARGO MENSING Associate Professor of Spanish MARY M. CRONE ODEKON Associate Professor of Art B.A., University of Missouri; Associate Professor of Physics B.A., M.A., University of Michigan at Ann Arbor; M.S., Washington University; B.S., College of William and Mary; M.F.A., School of the Art Institute of Chicago Ph.D., University of Kansas Ph.D., University of Michigan

HEATHER MEYER VIRGINIA MURPHY-BERMAN MEHMET ODEKON Visiting Assistant Professor of Psychology Visiting Professor of Psychology Associate Professor of Economics B.A., Cornell University; B.A., Pennsylvania State University; B.A., Bogaziçi University; M.A., Harvard University; M.A., Ph.D., Northwestern University M.A., Ph.D., State University of New York at Ph.D., University of Michigan Albany *STEPHEN BUTLER MURRAY 2ROY S. MEYERS Lecturer in Religion; *THOMAS P. OLES Professor of Biology; College Chaplain; Associate Professor of Social Work; A.B., Brown University; Associate Director, Intercultural Center Dean of Student Affairs Ph.D., State University of New York, Downstate B.A., Bucknell University; B.A., Utica College of Syracuse University; Medical Center M. Div., Yale University; M.S.W., Syracuse University M. Phil., Ph.D., Union Theological Seminary ANITA MILLER *BARBARA OPITZ Visiting Assistant Professor of Psychology VASANTHA NARASIMHAN Lecturer in Theater B.A., Bucknell University; Professor of Chemistry; B.A., Queens College, City University of New Ph.D., Vanderbilt University Chair, Department of Chemistry York; B.S., M.S., Madras University; M.A., Teachers College, Columbia University DAVID J. MILLER Ph.D., State University of New York at Albany Professor of Art; LARY OPITZ Director, Schick Art Gallery DANIEL NATHAN Professor of Theater B.F.A., Art Institute of Chicago; Assistant Professor of American Studies B.A., Queens College, City University of New M.S., University of Wisconsin B.A., Allegheny College; York M.A., Ph.D., University of Iowa DORETTA MILLER ROBERT M. OSWALT Professor of Art; JOHN NAZARENKO Professor of Psychology Robert Davidson Professor of Art Senior Artist-in-Residence, Music B.A., DePauw University; B.A., Ripon College; B.A., Skidmore College; M.A., Ph.D., Louisiana State University M.A., Ed.D., M.F.A., Northern Illinois M.S., State University of New York at Albany University CHRISTINE M. PAGE TILLMAN NECHTMAN Associate Professor of Managment and Business PATRICIA MILLER Assistant Professor of History B.S., M.S., Ph.D., University of Colorado at Lecturer in Music B.S., Georgetown University; Boulder M.A., Claremont Graduate University; STEVEN MILLHAUSER M.A., Ph.D., University of Southern California *VICTORIA PALERMO Professor of English Visiting Assistant Professor of Art B.A., Columbia College B.S., Skidmore College; M.F.A., Bennington College

170 IONA PARK JOHN QUATTROCCHI *LEWIS ROSENGARTEN Assistant Professor of Art Teaching Associate in Athletics Lecturer in Liberal Studies B.A., Dartmouth College; B.A., M.A., State University of New York at B.A., Colgate University; M.F.A., Indiana University Albany M.M., Ithaca College; D.M., Indiana University RAJAGOPAL PARTHASARATHY DORA B. RAMIREZ Associate Professor of English Lecturer in Spanish PHYLLIS A. ROTH B.A., M.A., Bombay University; B.A., Universidad del Valle (Cali, Colombia, SA) Professor of English Postgraduate Diploma, Leeds University; M.A., State University of New York at Albany A.B., Clark University; Ph.D., University of Texas M.A., Ph.D., University of Connecticut VIVIANA RANGIL LAURA FINNERTY PAUL Associate Professor of Spanish; ROY J. ROTHEIM Lecturer in Management and Business Director of Latin American Studies Program Professor of Economics; B.A., M.B.A., Fordham University B.A., Insituto Padre Gabriel Tommasini; Chair, Department of Economics; M.A., Universidad Nacional de Tucumán; Quadracci Professor of Social Responsibility *PATRICIA PAWLICZAK Ph.D., State University of New York at Albany B.A., Ohio University; Lecturer in Theater M.A., Ph.D., Rutgers University B.S., College of St. Rose GREGORY RECCO Visiting Assistant Professor of Philosophy and JOYCE RUBIN 3MARGARET PEARSON Religion Lecturer in Education; Associate Professor of History B.A., State University of New York at Stony Chair, Department of Education B.A., Smith College; Brook B.A., M.S., Hunter College; M.A., Ph.D., University of Washington Ph.D., Pennsylvania State University Professional Diploma in Administration/ Supervision, City University of New York DAVID PETERSON THOMAS T. REYNOLDS Associate Professor of Art Assistant Professor of Exercise Science PATRICIA RUBIO B.A., State University of New York College at B.S., M.S., Ithaca College; Professor of Spanish; Geneseo; Ph.D., University of Maryland Chair, Department of Foreign Languages and M.F.A., Indiana State University Literatures MONICA RAVERET RICHTER Prof. de Castellano, Valparaiso; GREGORY M. PFITZER Associate Professor of Biology Ph.D., University of Alberta Professor of American Studies; B.A., M.S., University of Wisconsin; Chair, Department of American Studies Ph.D., Cornell University ERIC RUTLEDGE A.B., Colby College; Visiting Assistant Professor of Biology A.M., Ph.D., Harvard University MARK RIFKIN B.S., State University of New York at Buffalo; Assistant Professor of English M.S., Ph.D., Albany Medical College FLIP PHILLIPS B.A., Rutgers University; Associate Professor of Psychology M.A., Ph.D., University of Pennsylvania PAUL SATTLER B.F.A., M.A., Ph.D., Ohio State University Associate Professor of Art JANIS SKOG RITORTO B.F.A., School of the Art Institute of Chicago; *DEBRA PIGLIAVENTO Senior Teaching Associate in Chemistry M.F.A., Indiana University Lecturer in Dance B.A., Skidmore College JAMES RICHARD SCARCE JENNIFER R. PLOURDE GERARDO RODRIGUEZ Assistant Professor of Sociology Teaching Associate in Exercise Science Visiting Assistant Professor of Physics B.A., Stetson University; B.S., Ithaca College; B.S., M.S., University of Puerto Rico; M.A., University of Hawaii; M.S., Elmira College Ph.D., Cornell University Ph.D., Washington State University

RONALD PLOURDE RACHEL ROE-DALE *MEGHAN SCHAEFER Teaching Associate in Athletics Lecturer in Mathematics and Computer Science Lecturer in Dance B. A., St. Joseph’s College; B.A., Maryville College; M.S., Frostburg State University M.S., Rensselaer Polytechnic Institute *GERALD SCHORIN Lecturer in Management and Business BERNARD POSSIDENTE *JAY ROGOFF B.A., M.A., Ph.D., University of Pittsburgh Professor of Biology; Lecturer in Liberal Studies B.A., Wesleyan University; B.A., University of Pennsylvania; JACQUELINE E. SCOONES Ph.D., University of Iowa M.A., D.A., Syracuse University Visiting Assistant Professor of English B.F.A., Ithaca College; PUSHKALA PRASAD MICHAEL ROHLF M.A., Ph.D., University of California at Irvine Professor of Management and Business, Assistant Professor of Philosophy Zankel Professor of Management for Liberal Arts B.A., Trinity University JEFFREY O. SEGRAVE Students M.A., University of Pennsylvania Professor of Exercise Science; B.A., Stella Maris College, University of Madras; B.Ed., University of Exeter; M.B.A., Xavier University (India); DEBORAH ROHR M.S., Washington State University; Ph.D., University of Massachusetts, Amherst Associate Professor of Music Ph.D., Arizona State University B.A., Bennington College; ELIZABETH PUTNAM M.A., Ph.D., University of Pennsylvania; Social Sciences/Resource Services Librarian Ph.D., Eastman School of Music, University of B.A., State University of New York at Albany; Rochester M.L.S., State University of New York at Albany

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KATHLEEN SELF SHELDON SOLOMON MASAMI TAMAGAWA Lecturer in Philosophy and Religion Professor of Psychology; Lecturer in Foreign Languages and Literatures B.A., University of Montana; Courtney and Steven Ross Professor of B.A., City University of New York Queens M.A., Ph.D., University of Chicago Interdisciplinary Studies College B.A., Franklin and Marshall College; JOEL SELTZER M.A., Ph.D., University of Kansas, Lawrence F. FLAGG TAYLOR IV Lecturer in History Lecturer in Government B.A., Oberlin College NURIT SONNENSCHEIN B.A., Kenyon College; M.A., Yale University Lecturer in Hebrew M.A., Fordham University

RONALD P. SEYB JANET SORENSEN NATALIE TAYLOR Associate Professor of Government; Associate Professor of Art Assistant Professor of Government B.A., University of California at Irvine; B.F.A., Kansas State University; B.A., Kenyon College; M.A., M.Phil., Ph.D., Yale University M.A., M.F.A., University of Iowa M.A., Ph.D., Fordham University

XIAOHONG SHEN PETER STAKE GORDON R. THOMPSON Resident Director, Skidmore Field Studies Program in Associate Professor of Art; Professor of Music; China B.F.A., Arizona State University; B.M., University of Windsor; B.A., Nanjing University, China; M.F.A., California State University M.M., University of Illinois at Urbana-Champaign; B.A., M.A., University of California, Riverside; Ph.D., University of California at Los Angeles M.Phil., Ph.D., Yale University WILLIAM J. STANDISH Associate Professor of Physics JAMES P. TUCCI POLINA SHVARTSMAN B.A., Harpur College; Senior Teaching Associate in Athletics Lecturer in Russian M.A., Ph.D., State University of New York at B.S., Jacksonville University B.S., M.S.M.E., Odessa Institute of Technology Binghamton ANNE Z. TURNER LAURIE SILVERS MARY ZEISS STANGE Senior Artist-in-Residence, Music Assistant Professor of Religion Associate Professor of Women’s Studies and Religion; B.A., Eastman School of Music, University of B.A., State University of New York at Stony A.B., M.A., Ph.D, Syracuse University Rochester; Brook; M.A., California State College Ph.D., State University of New York at Stony STEVE STERN Brook Professor of English ROBERT C. TURNER B.A., Southwestern at Memphis; Assistant Professor of Government LINDA S. SIMON M.F.A., University of Arkansas at Fayetteville B.A., Middlebury College; Professor of English; Ph.D., University of Wisconsin, Madison Director, Expository Writing Program; SHANNON E. STITZEL Chair, Department of English Assistant Professor of Chemistry ALDO C. VACS B.A., Queens College; B.S., Davidson College Professor of Government M.A., New York University; Ph.D., Tufts University B.A., Universidade de Sao Paulo; Ph.D., Brandeis University M.A., Ph.D., University of Pittsburgh MASON STOKES DENISE L. SMITH Associate Professor of English; SUE VAN HOOK Professor of Exercise Science; Associate Chair, Department of English Senior Teaching Associate in Biology Chair, Department of Exercise Science B.A., University of South Carolina; B.A., M.A., Humboldt State University B.S., Houghton College; M.A., Ph.D., University of Virginia M.S., Ph.D., University of Illinois *BENJAMIN VAN WYE JILL D. SWEET Lecturer in Music JOEL R. SMITH Professor of Anthropology B.Mus., University of Texas; Associate Professor of Philosophy B.A., M.F.A., University of California at Irvine; M.A., Ohio State University; B.A., Carleton College; M.A., Ph.D., University of New Mexico M.M., University of London, King’s College; M.A., Ph.D., M.A., Vanderbilt University D.M.A., University of Illinois *RICH SYRACUSE JORDAN F. SMITH Lecturer in Music LYNDA D. VARGHA Visiting Mellon Scholar Professor of English at Union B.A., Manhattan School of Music Associate Professor of Economics College A.B., Wellesley College; B.A., Empire State College; KRZYSZTOF SZYMBORSKI M.Ed., Harvard University; M.A., Johns Hopkins University; Associate Professor, Science Librarian M.S., Ph.D., University of Wisconsin at Madison M.F.A., University of Iowa M.S., Warsaw University; M.L.S., University of Illinois; 2DAVID C. VELLA SHIRLEY SMITH Ph.D., Polish Academy of Sciences Associate Professor of Mathematics Associate Professor of Italian B.A., American International College; B.A., M.A., University of Wisconsin; MARGARET N. TACARDON Ph.D., University of Virginia M.A., Ph.D.; Harvard University Associate Professor of Social Work B.A., State University of New York College at 2JOANNE M. VELLA Plattsburgh; Associate Professor of Art M.S.W., State University of New York at Albany B.F.A. (art education), B.F.A. (painting), M.F.A., University of Illinois

172 JAN VINCI DAVID WILDERMUTH Department Assistants Senior Artist-in-Residence, Music Lecturer in German B.M., Bowling Green State University; B.A., State University of New York College at PAIGE FAUBEL M.M., Cleveland Institute of Music; Cortland Assistant in Riding D.M.A., The Juilliard School M.A., Bowling Green State University B.A., Hamilton College

*MARK VINCI GARETT WILSON PATRICIA HADFIELD Lecturer in Music Lecturer in Theater Accompanist in Music B.A., State University of New York at Albany B.M., Crane School of Music, State University of PIERRE von KAENEL New York at Potsdam Professor of Computer Science; JOSHUA C. WOODFORK Chair, Department of Mathematics and Computer Visiting Instructor in American Studies KAREN HURFF Science B.A., Colby College; Assistant in Riding B.A., Hamilton College; M.A., Michigan State University M.A., Ph.D., Syracuse University CARL LANDA *MARC WOODWORTH Accompanist in Dance *JEFFREY VREDENBERG Lecturer in English B.A., Bennington College Lecturer in Music B.A., Skidmore College; B.M., Crane School of Music, State University of M.A., Ohio University New York College at Potsdam; Research Associates M.S., State University of New York at Albany DAVID WOS Teaching Associate in Chemistry CHRIS ALARIO EILEEN ROSE WALSH B.S., Rensselaer Polytechnic Institute; Research Associate in Philosophy and Religion Luce Assistant Professor of Asian Studies Ph.D., Clarkson University B.A., Harvard/Radcliffe College; CAY ANDERSON-HANLEY M.A., Ph.D., Temple University JINYING YE-GERMOND Research Associate in Psychology Lecturer in Foreign Languages and Literatures SUSAN WALZER B.S., Tianjin University of Science and DEBORAH CADMAN Associate Professor of Sociology; Technology; Research Associate in English A.B., Brown University; M.S., Saga University M.S.W., Smith College; LAURIE GOLDENSHON Ph.D., State University of New York at Albany *DAVID YERGAN Research Associate in English Lecturer in Theater; JOHN S. WEBER B.S., Skidmore College STEVE GOODWIN Professor of Liberal Studies; Research Associate in Classics Dayton Director, Frances Young Tang Teaching MARK A. YOUNDT Museum and Art Gallery Associate Professor of Management and Business; RUTH GREENE-McNALLY B.A., Reed College; Chair, Department of Management and Business Research Associate, Scribner Library M.F.A., University of California at San Diego B.A., Gettysburg Collge; B.F.A., University of Massachusetts; M.B.A., Rollins College; M.F.A., Vermont College TERRY S. WEINER Ph.D., Pennsylvania State University Visiting Mellon Scholar Professor of Political Science HELMUT V. B. HIRSCH at Union College JOANNA SCHNEIDER ZANGRANDO Research Associate in Biology B.A., University of Illinois Professor of American Studies; A.B., University of Chicago; M.A., Ph.D., University of North Carolina Director of Liberal Studies Ph.D., Stanford University B.A., M.A., Wayne State University; *SANDRA WELTER Ph.D., George Washington University DEBORAH HUTTON Lecturer in English Research Associate in Art and Art History B.A., Elmira College SUSAN H. ZAPPEN M.A., State University of New York at Albany Acting College Librarian, 2005–06 JENNIFER LERNER B.A., M.A., University of Missouri Research Associate in Psychology *CHRISTOPER WHANN Lecturer in International Affairs ADRIENNE ZUERNER REINHARDT MAYER B.A., M.A., University of Delaware; Associate Professor of French; Research Associate in Foreign Languages and Literatures Ph.D, University of Wisconsin at Madison Director, Women’s Studies Program A.B., University of California at Santa Barbara; WAYNE RICHTER LEILA WHITTEMORE M.A., Ph.D., University of Michigan Research Associate in Biology Lecturer in Art and Art History B.A., Wesleyan University; B.A., Reed College; M.S., University of Iowa M.A., M.Phil., Columbia University JOSEPH RUSSO MARC-ANDRÉ WIESMANN Research Assistant in Classics Associate Professor of French B.A., University of California at Berkeley; ROGER TRIENENS M.A., Ph.D., University of California at Research Associate in Library Los Angeles B.A., M.A., Ph.D., Northwestern University; M.A. in L.S., University of Michigan

RICHARD WILKINSON Research Associate in Anthropology B.A., M.A., Ph.D., University of Michigan 173

University Without Walls Athetics Personnel Emeriti Assistant to the Director and Coordinator of Academic Athletics Director: Gail Cummings-Danson JACQUELINE AZZARTO, Ph.D. Records: Mary E. Cogan Associate Professor Emerita of Social Work Athletic Trainer: Michael Garcia Financial Aid Officer and Budget Manager: DANIEL BALMUTH, Ph.D. Lisa M. Foss Assistant Athletic Trainers: Jennifer Plourde, Professor Emeritus of History Christine Jenkins Assistant for Student Service: Mary K. Moore PETER B. BARUZZI, M.F.A. Aquatics Director: Jill Belding Greenleaf Professor Emeritus of Art Instructional Technologist: Phylise Banner Facilities Coordinator: Paul Dion PARKER B. BAUM, Ph.D. Program Assistant: Kirstie Szlasa Professor Emeritus of Chemistry Equipment Manager: Sherry Ankeny Administrative Assistant: Tracy Riley BEVERLY J. BECKER, Ph.D. Administrative Assistant: Sharon Shearman Professor Emerita of Physical Education Staff Assistant: Ellen Eldredge Head Coaches WILLIAM S. BROWN, Ph.D. CORNEL J. REINHART PAUL ARCIERO Associate Professor Emeritus of Biology Director Men’s Tennis B.A., Parsons College; JEAN H. CAMPBELL, R.N., Ed.D. M.A., University of South Dakota; HILDA ARRECHEA Professor Emerita of Nursing Ph.D., University of Oklahoma Women’s Volleyball ELISABETH CARROLL KENNETH KLOTZ DARREN BENNETT Associate Professor Emerita of Dance Academic Advisor Women’s Basketball B.A., M. Phil., Ph.D., Yale University REGINA CASALLS, Ph.D. TIMOTHY BROWN Associate Professor Emerita of Spanish STANLEY McGAUGHEY Men’s Golf Academic Advisor RALPH A. CIANCIO, Ph.D. B.A., Empire State College SARAH COOPER Professor Emeritus of English M.F.A., Milton Avery Graduate Shool of Arts at Women’s Soccer Bard College DENTON W. CROCKER, Ph.D. TERRANCE CORCORAN Professor Emeritus of Biology DEBORAH MEYERS Men’s Lacrosse Academic Advisor NANCY B. DAVIS, M.S. A.B., Harvard University; PAUL DION Associate Professor Emerita of Physical Education M.A., New York University Men’s Ice Hockey THOMAS R. DAVIS, Ph.D. KIRSTEN E. MISHKIN CINDY FORD Associate Professor Emeritus of Religion; Academic Advisor Director of Riding Program Chaplain Emeritus A.B., Harvard University; J.D., Yale Law School JILL BELDING GREENLEAF HELGA B. DOBLIN, Ph.D. Men’s and Women’s Swimming Professor Emerita of Foreign Languages SARAH STEBBINS Academic Advisor BETH HALLENBECK JEFFREY L. ELGIN, M.F.A. B.A., M.A., Ph.D., University of California at Field Hockey, Women’s Lacrosse Professor Emeritus of Art Berkeley RONALD Mc EACHEN DAVID H. EYMAN, Ph.D. CHRISTOPHER A. WHANN Men’s Soccer Professor Emeritus of Liberal Studies Academic Advisor B.A., M.A., University of Delaware; RONALD PLOURDE ANNE R. FAIRBANKS, M.S. Ph.D., University of Wisconsin at Madison Baseball Associate Professor Emerita of Physical Education

JOHN E. QUATTROCCHI ALBERTA LEE FEYNMAN, Ph.D. Men’s Basketball Professor Emerita of English

MARY ELLEN RAYMOND MARY ELLEN FISCHER, Ph.D. Men’s and Women’s Diving Professor Emerita of Government

JEFF SEAGRAVE ROBERT FOULKE, Ph.D. Women’s Tennis Professor Emeritus of English

JAMES TUCCI HENRY C. GALANT, Ph.D. Men’s and Women’s Crew Professor Emeritus of Government

TBA ALVIN F. GAMAGE, M.L.S. Softball Associate Professor Emeritus, Library

LYNNE L. GELBER, Ph.D. Professor Emerita of French 174

BARRY GOLDENSOHN ANTHONY M. NAZZARO, Ph.D. Professor Emeritus of English Professor Emeritus of French Administration CHARLOTTE M. GOODMAN, Ph.D. MADELAINE ORTOLEVA, Ph.D. Professor Emerita of English Professor Emerita of French Office of the President MARGARET K. GUYDER, Ph.D. RICHARD H. PAGE, Ph.D. PHILIP A. GLOTZBACH Associate Professor Emerita of Mathematics Associate Professor Emeritus of Psychology President

EDWARD G. HAUSMAN, M.S. DAVID H. PORTER, Ph.D. Professor Emeritus of Music President Emeritus Academic Affairs

WARREN J. HOCKENOS, Ph.D. JON R. RAMSEY, Ph.D. CHARLES M. JOSEPH, Ph.D. Associate Professor Emeritus of Philosophy Associate Professor Emeritus of English Vice President for Academic Affairs and Dean of the Faculty J. ARTHUR HONEYWELL, Ph.D. JOHN L. REED, Ph.D. Professor Emeritus of Philosophy Professor Emeritus of Education RUTH S. COPANS, M.L.S. College Librarian HAROLD H. HOWARD, Ph.D. ELEANOR A. SAMWORTH, Ph.D. Associate Professor Emeritus of Biology Professor Emerita of Chemistry ROBERT P. DeSIENO, Ph.D. Program Development and Sponsored Research DOUGLAS C. HUSTON, Ph.D. JOAN C. SIEGFRIED, Ph.D. Officer for the Natural Sciences Associate Professor Emeritus of Physics Associate Professor Emerita of Art History SARAH WEBSTER GOODWIN, Ph.D. KENNETH G. JOHNSON, Ph.D. BARBARA E. SMITH, M.L.S. Associate Dean of the Faculty Professor Emeritus of Geosciences Professor Emerita, Library ANN L. HENDERSON, M.A. SONJA P. KARSEN, Ph.D. FELIX SMITH Registrar; Director of Institutional Research Professor Emerita of Spanish Technical Director and Lecturer in Dance Emeritus JOHN WEBER, M.F.A. JAMES K. KETTLEWELL, M.A. ROBERT F. SMITH, Ph.D. Professor of Liberal Studies; Professor Emeritus of Art History Professor Emeritus of Government Dayton Director, Frances Young Tang Teaching Museum and Art Gallery JAMES KIEHL, Ph.D. FREDERICK A. SPEAR, Ph.D. Associate Professor Emeritus of English Professor Emeritus of French Admissions and Student Aid ALLEN F. KIFER, Ph.D. JOHN J. THOMAS, Ph.D. Associate Professor Emeritus of History Professor Emeritus of Geosciences MARY LOU W. BATES, A.B. Dean of Admissions and Student Aid RUTH C. LAKEWAY, M.M. RICHARD UPTON, M.F.A. Professor Emerita of Music Professor Emeritus of Art ROBERT D. SHORB, M.S. Director, Student Aid and Family Finance KIE BOK LEE, Ph.D. PAUL H. L. WALTER, Ph.D. Associate Professor Emeritus of Economics Professor Emeritus of Chemistry Advancement PATRICIA-ANN LEE, Ph.D. ANNE M. WAGNER, M.A. Professor Emerita of History Senior Teaching Associate Emerita in Chemistry MICHAEL CASEY, B.A. Vice President for Advancement WILLIAM LeFURGY, Ph.D. ERIC J. WELLER Professor Emeritus of Psychology Associate Professor Emeritus of Philosophy ROBERT S. KIMMERLE, M.A. Dean of the Faculty Emeritus Director, College Relations VICTOR LIGUORI, M.F.A. Professor Emeritus of Art ISABELLE WILLIAMS, Ph.D. MARNY KRAUSE, B.A. Professor Emerita of Music Associate Vice President for Advancement GEORGE W. LOWIS, Ph.D. Professor Emeritus of Sociology STUART K. WITT, Ph.D. BARRY M. PRITZKER, M.A. Associate Professor Emeritus of Government Director, Foundation and Corporate Relations AUGUSTUS R. LUMIA, Ph.D. Associate Professor Emeritus of Psychology GERALD SCHORIN, Ph.D. Director, Strategic Communications ROBERT P. MAHONEY, Ph.D. Professor Emeritus of Biology MICHAEL SPOSILI, B.A. Director, Alumni Affairs ROBERT A. McGILL, Ph.D. Associate Professor Emeritus of English

SHIRLEY S. MURPHY, M.S. Assistant Professor Emerita of Business

175

Business Affairs Student Affairs Alumni Association MICHAEL D. WEST, M.B.A. THOMAS P. OLES, M.S.W. Vice President for Business Affairs and Treasurer Dean of Student Affairs The Skidmore College Alumni Association promotes the interests of the college and encourages ISMAT ALAM, B.S. MICHAEL ARNUSH, Ph.D. a lifelong relationship between Skidmore and its Director of Financial Services and Assistant Director, First-Year Experience Program alumni. Membership includes all graduates and Treasurer former students and numbered more than 29,000 GRACE BURTON, Ph.D. in 2004–2005. Through an elected board of BARBARA E. BECK, M.A. Interim Dean of Studies directors, the association conducts class and club Associate Vice President for Business Affairs programs, promotes annual giving, and co-spon- CORI FILSON, M.A. sors programs (on and off campus) that address MICHAEL F. HALL, B.S. Director, Office of International Programs educational and/or social issues. Director, Financial Planning and Budgeting DONALD HASTINGS, M.S. Board of Directors 2005–2006 CHRISTINE KACZMAREK, B.S. Associate Dean of Student Affairs; Director, Business Services Director, Residential Life Deborah Sehl Coons ’72 President JUSTIN DAVID SIPHER SUSAN B. LAYDEN, M.S. Director of Information Technology and Chief Director, Higher Education Opportunity Program Davis Bradford ’96 Technology Officer and Academic Opportunity Program Chair, Young Alumni Giving Nancy Brennan ’72 MARK STRUSS MONICA D. MINOR Alumna Trustee Director, Facilities Services Associate Director, Higher Education Opportunity Program and Academic Opportunity Program Pam Whitehead Cornforth ’80 Chair, Nominating Special Programs STEPHEN BUTLER MURRAY, Ph.D. Meredith Eastman ’94 College Chaplain Chair, Alumni Admissions TBA Dean of Special Programs MICHAEL PROFITA, M.A. Jeanne Eddy Director, Career Services Chair, University Without Walls SHARON ARPEY Michele Forté ’90 Director, Community Education and Summer JULIA ROUTBORT Chair, Alumni Clubs Conferences Director, Counseling Center Ellen Hannan ’78 JAMES CHANSKY, Ph.D. ANITA L. STEIGERWALD, M.S. Chair, Career and Professional Development Director, Summer Sessions and Summer Special Associate Dean of Student Affairs Programs Director, Campus Life Janine Geller ’01 Chair, Young Alumni and Undergraduate Activities ERICA BASTRESS-DUKEHART, Ph.D. TBA Ellen Carney Granda ’89 Interim Director, Master of Arts in Liberal Studies Director, Health Services Chair, National Annual Fund Advisory Committee CORNEL J. REINHART, Ph.D. Sibyl Waterman Haley ’71 Director, University Without Walls Alumna Trustee Judith Roberts Kunisch ’69 Chair of Awards Bill Ladd ’83 Chair, Reunion Lisa Lavieri ’79 Chair, National Annual Fund Advisory Committee Jed Lavitt ’77 Chair, Friends of the Presidents Scott Martin ’79 Alumnus Trustee and Vice President, Annual Alumni Giving Jill Richardson O’Brien ’92 Chair, Class Council Amy O’Leary ’92 Vice President for Involvement Angel Perez ’98 Chair, Diversity Leland Peyser ’81 Alumnus Trustee Robert Resnick ’88 Member-at-Large

176 Statement of Policies and Procedures

Administrative Complaints Campus Security Report Skidmore College’s annual Safety and Security Report We view Skidmore students as emerging adults responsible includes statistics for the previous three years concerning for managing, with our support and guidance, their academ- reported crimes that occurred on campus; in certain off- ic and personal affairs. While we often are inclined toward campus buildings owned or controlled by Skidmore; and on solving problems for our students, we try instead to help public property within, or immediately adjacent to and them acquire the information and strategies they need to accessible from the campus. The report also includes insti- explore possible remedies for their concerns. We ask par- tutional policies concerning campus security, such as poli- ents to trust in this educational effort whenever possible, cies concerning alcohol and drug use, crime prevention, the rather than intervening with an office or program on the reporting of crimes, sexual assault, bias-related crime, and student’s behalf. other matters. The Advisory Committee on Campus Security will provide, upon request, all campus crime statis- When students have questions about college policy or prac- tics as reported to the U.S. Department of Education. You tice, we expect them to review the appropriate policies and can obtain a copy of this report by contacting Campus handbooks and to pursue their concerns directly with the Safety (518-580-5567) or on the Web at www.ope.ed.gov/ appropriate office or program. For example, students security/ or www.skidmore.edu/administration/business/ should direct questions about housing to the Office of security/safety_report.pdf. Residential Life, while questions related to financial aid should go to the staff of Student Aid and Family Finance. The Office of the Dean of Student Affairs is available to Statement of Nondiscrimination advise any student about the appropriate office and best It is the policy of Skidmore College to prohibit discrimina- strategy in any particular circumstance (as are many mem- tion for or against any individual or group of its students, bers of the Student Affairs staff). prospective students, employees, or prospective employees on the basis of race, color, religion, gender, disability, age, If a student remains dissatisfied with the decision of an national or ethnic origin, or sexual orientation. The college office or program, that student can ask the dean or vice has established mechanisms to provide prompt, fair, and president responsible for the area of concern to review the impartial consideration of any complaint of discrimination. decision or policy. However, the dean or vice president will Inquiries concerning application of this policy should be not change a decision that is consistent with general princi- directed to the Assistant Director for Equal Opportunity, ples of fairness, equity, and college policy. In the majority Employment, and Diversity in the Human Resources of academic situations, moreover, the faculty exercise final Office. authority for decisions regarding the classroom, course requirements, or academic standards and expectations. The Family Educational Rights and Privacy Act Policies of Skidmore College In most cases of complaint resolution, the dean or vice president’s decision is final. If students or parents remain The 1974 Family Education Rights and Privacy Act detailed dissatisfied with the decision, they may ask the president students’ rights of access to their official educational to review the practice or policy. Students and parents records. The legislation gives current and former students of should write to the president, explaining the circumstances Skidmore College the right to inspect, review, and copy and describing the conversations that have taken place with their own permanent records. At Skidmore, the permanent other college staff. However, the president reviews only sit- records covered by the Act include: the student’s application uations or problems of substantial consequence to the stu- for admission; high school and/or former college dent or parent and of broad concern to the college. If the transcript(s); SAT scores; correspondence with the Skidmore appropriate dean or vice president has not yet reviewed the Office of Admissions; documents pertaining to grade decision, the president’s office will generally direct the stu- reports; dates of attendance; approval of leaves of absence; dent and parent to the campus office most directly respon- correspondence with the Deans; senior audits; and the sible for the area of concern. materials contained in the student’s career planning file.

177

The Act includes a list of types of records not open to stu- A student or former student who believes that information dent inspection. These are parents’ financial statements; contained in the permanent record is inaccurate, misleading, confidential letters and recommendations written before or in violation of his or her privacy may request Skidmore to January 1, 1975; letters and recommendations written after amend the record. Such a request must be made in writing January 1, 1975 but specifically designated as confidential; and must contain specific information. Details related to this ancillary records of instructional, supervisory and administra- appeal process are available through the Registrar’s Office. tive personnel; confidential law enforcement records; and records written by physicians, psychiatrists, psychologists, In accordance with the Solomon Amendment, Skidmore and other recognized professionals or paraprofessionals. complies with written requests for lists of enrolled students Students and former students may request a doctor of their made by recruiting offices from various branches of the mili- choice to review their medical records. tary. The information provided includes: name, anticipated graduation year, birthdate, major(s), and local phone num- Colleges are allowed to publish “directory information” bers. All of these data elements are considered “directory including the student’s photographic image, name, address, information.” telephone number, e-mail address, date and place of birth, major field of study, class year, participation in officially rec- (Printed in compliance with the Family Educational Rights and ognized activities and sports, weight and height of members Privacy Act Policies) of athletic teams, dates of attendance, enrollment status, degrees and awards received, and the most recent previous Regulations Regarding Students Unable to Register educational institution attended. Faculty and staff members or Attend Classes Because of Religious Beliefs may access student photos via online class rosters. If any current Skidmore student does not want such directory Effective July 30, 1992, the People of New York State, rep- information to be disclosed he or she must notify the resented in the Senate and Assembly, amended the Registrar’s Office in writing of the specific information not Education Law as follows: to be released. Such notification is necessary within ten days of the first day of classes of the fall semester annually. 1. No person shall be expelled from or be refused admission as a student to an institution of higher education for Except for parties identified as having legitimate access as the reason that he or she is unable, because of his or her defined by the Act, Skidmore College must obtain the writ- religious beliefs, to register or attend classes or to partici- ten consent of the student before disclosing personally iden- pate in any examination, study or work requirements on tifiable information from the educational records. a particular day or days. Legitimate access means that the information or record requested is relevant and necessary to the completion of 2. Any student in an institution of higher education who is tasks associated with the individual’s job responsibilities; unable, because of his or her religious beliefs, to attend the information sought is to be used within the context of classes on a particular day or days shall, because of such college business; and the the information is not to be trans- absence on the particular day or days, be excused from mitted to a third party. Student employees, contractual any examination or any study or work requirements. employees, or others identified as having a “legitimate educational interest” must operate under the same restrictions 3. It shall be the responsibility of the faculty and of the as other staff members. administrative officials of each institution of higher education to make available to each student who is absent Specifics related to the disclosure process are available upon from school, because of his or her religious beliefs, an request in the Registrar’s Office. Students or former stu- equivalent opportunity to register for classes or make up dents may gain access to their credential files in the Career any examination, study or work requirements which he Services Office only if they have established a non-confi- or she may have missed because of such absence on any dential (or open) file. Upon request, their open file will be particular day or days. No fees of any kind shall be made available for their inspection. Copies of the file are charged by the institution for making available to the available for a nominal fee. said student such equivalent opportunity.

178 4. If registration, classes, examinations, study or work 7. As used in this section, the term “institution of higher requirements are held on Friday after four o’clock post education” shall mean any institution of higher educa- meridian or on Saturday, similar or makeup classes, tion, recognized and approved by the regents of the uni- examinations, study or work requirements or opportunity versity of the state of New York, which provides a course to register shall be made available on other days, where it of study leading to the granting of a post-secondary is possible and practicable to do so. No special fees shall degree or diploma. Such term shall not include any insti- be charged to the student for these classes, examinations, tution which is operated, supervised or controlled by a study or work requirements or registration held on other church or by a religious or denominational organization days. whose educational programs are principally designed for the purpose of training ministers or other religious func- 5. In effectuating the provisions of this section, it shall be tionaries or for the purpose of propagating religious doc- the duty of the faculty and of the administrative officials trines. As used in this section, the term “religious belief” of each institution of higher education to exercise the shall mean beliefs associated with any corporation organ- fullest measure of good faith. No adverse or prejudicial ized and operated exclusively for religious purposes, effects shall result to any student because of his or her which is not disqualified for tax exemption under section availing himself or herself of the provisions of this sec- 501 of the United States Code. tion.

6. Any student who is aggrieved by the alleged failure of any faculty or administrative officials to comply in good faith with the provisions of this section, shall be entitled to maintain an action or proceeding in the supreme court of the county in which such institution of higher education is located for the enforcement of his or her rights under this section.

6a. It shall be the responsibility of the administrative officials of each institution of higher education to give written notice to students of their rights under this section, informing them that each student who is absent from school, because of his or her religious beliefs, must be given an equivalent opportunity to register for classes or make up any examination, study or work requirements which he or she may have missed because of such absence on any particular day or days. No fees of any kind shall be charged by the institution for making available to each student such equivalent opportunity.

179 Notes

180 Notes

181 Notes

182 Index

Academic program, 7 Correspondence, inside front cover Foreign Languages and Literatures, 95 Academic requirements and Counseling, 23 Foreign language requirement, 9, 47 regulations, 45 Course credit, 55 Foreign Language Resource Center, 97 Academic standards and review, 50 Course loads, 48 Foundation requirements, 8, 46 Acalá, study abroad, 14, 158 Course numbering, 55 French, 97 Acceleration, 48 Credit by examination, 48 Accreditation, 56 Credit hour fee, 35 Geosciences, 104 Administration, 175 Culture-centered inquiry German, 99 Admission, 28 requirements, 9, 47 Government, 105 Deadlines, 32 Cultural diversity study Grades, 50 Early admission, 31 requirement, 9, 47 Grants, 40, 41 Early decision, 28 Curriculum, 8 Greek, 77 Guidelines, 28 Interviews, 29 Dance, 80 Health insurance, 36 Midyear admission, 30 Degree programs, 56 Health professions, preparation for, 144 Requirements, 29 Degrees, requirements for, 45 Health services, 23 Standardized testing, 30 Directions to campus, inside back cover Higher Education Opportunity Program Advising services, 20 Disabilities, students with, 29 (HEOP), 15, 45, 109 Affiliated Programs, 12, 157 Dismissal, 55 History, 110 Alumni Association, 176 Disqualification, 54 History of Skidmore College, 4 American Studies, 57 Honor Code, 50 Anthropology, 60 Early Childhood Center, 84 Honor societies, national Art (Studio), 62 Economics, 82 Alpha Kappa Delta (sociology), 155 Art History, 66 Education, 84 Omicron Delta Epsilon (economics), 82 Arts Requirement, 9, 47 Early Childhood minor, 84 Phi Alpha Theta (history), 110 Asian Studies, 69 M.A.T. program, 144 Phi Beta Kappa, 53 Athletic facilities, 19 Employment on campus, 39 Pi Delta Phi (French), 96 Athletics, 26 Engineering, 143 Pi Mu Epsilon (mathematics), 131 Athletics personnel, 174 English, 86 Pi Sigma Alpha (political science), 105 Attendance, 49 Enrollment statistics, 163 Psi Chi (psychology), 145 Audit, 35, 51 Environmental Science Semester, 12 Sigma Delta Pi (Spanish), 96 Environmental Studies, 91 Honors, 52 Bachelor of arts degree, 45, 56 Exercise Science, 94 Honors Forum, 10, 52, 113 Bachelor of science degree, 45, 56 Expenses, 34 Housing, 22, 36 Beijing, study abroad, 13, 157 Expository writing requirement, 8, 46 Hudson-Mohawk Association, 12 Biology, 70 External degree programs Humanities requirement, 9, 47 Board, 36 Master of Arts in Liberal Studies, 16 Board fee, 34 University Without Walls, 16 India, semester in, 15, 158 Breadth requirements, 8, 47 Information resources Facilities Scribner Library, 11 Calendar, college, 3 Cocurricular, 19 Center for Information Technology Campus Life, Office of, 20 Sports and recreational, 19 Services (CITS), 11 Campus Security Report, 177 Residence, 22 Intercollegiate teams, 27, 174 Career Services, 23 Faculty, 165 Interdepartmental majors, 114 Chemistry, 74 Family Educational Rights and Interdisciplinary courses, 117 Chinese, 97 Privacy Act, 177 Interdisciplinary programs Classics, 77 Federal aid programs, 40 Asian Studies, 69 Cocurricular activities, 24 Fees and expenses, 34 Environmental Studies, 91 Community education, 16 Financial aid, 38 International Affairs, 123 Complaint procedure, 177 Skidmore College, 39 Latin American Studies, 126 Computer Science, 78 Federal, 40 Law and Society, 127 Computer services (CITS), 11 New York State, 41 Liberal Studies, 118 Women’s Studies, 161 183

Interdisciplinary study requirements, 8, 46 Paris, study abroad, 13, 157 Summer programs, 17 International Affairs, 123 Part-time status, See Course loads, 48 Abroad, 17 International programs, 13, 20, 157 Payment plans, 34 Academic sessions, 17 International students, 31 Performing opportunities, 25 AP/Art, 17 Internships, 10 Periclean, 52 Center for Talented Youth, 17 Intramurals, 27 Philosophy, 138 Dance workshops, 17 Italian, 100 Physical Activity, 140 International Women’s Writing Guild Physics, 140 Conference, 17 Japanese, 100 Policies and procedures, 177 Jazz Institute, 17 Prizes, academic, 53 Judaic Studies Program, 18 Latin, 77 Probation, 53 New York State Writers Institute, 18 Latin American Studies, 126 Psychology, 144 Precollege program for high school Law, preparation for, 144 students, 18 Law and Society, 127 Quantitative reasoning requirement, 8, 46 Summer SIX art program, 18 Leaves of absence, 37, 48 Summer Science Institute for Girls, 18 Liberal arts requirement, 46 Readmission, 55 Theater workshop, 18 Liberal Studies Reclassification, 48 See Interdisciplinary, 118 Recreation opportunities, 27 Theater, 158 Library, Scribner, 11 Refunds, 37 Transcripts, 56 Loans, 40, 43 Registration, 49 Transfer of credit, 48 London, semester in, 14, 158 Religious Studies, 147 Transfer applicants, 31 Religious life, 21 Trustees, Board of, 164 Madrid, study abroad, 14, 158 Requirements for degrees, 45 Tuition fee, 34 Majors, 56 Reserve Officer Training Corps, 12, 43 Tuition insurance, 36 Interdepartmental, 114 Residential life, 22 Self-determined, 152 Riding center, 19 Underloads, 35 Requirements for, 9, 47 Room fee, 34 University Without Walls, 16, 174 Management and Business, 128 M.B.A. program, 142 Satisfactory/Unsatisfactory, 50 Visiting student programs, 12 Master of Arts in Liberal Studies, 16 Scribner Seminars, 8, 46, 149 Visiting students, 33 Mathematics, 131 Self-determined major, 152 Volunteer Office, 21 Maturity level requirement, 46 Self-instructional languages, 102 Meal plans, See Board, 36 Shakespeare Programme, 15, 158 Washington Semester, 12 Media opportunities, 25 Social integrity, 50 Withdrawal, 54 Merit awards, 39 Social sciences requirement, 9, 47 Women’s Studies, 161 Minors, 47 Social Work, 153 Work Study, 40 Mission statement, 4 Sociology, 154 Multicultural students, 21 Spain, study abroad, 14, 158 Museum, Tang, 11 Spanish, 101 Music, 133 Special students, 35 Standards for continuation, 53 Natural sciences requirement, 9, 47 Student Government Association, 24 Neuroscience, 136 Student opportunity funds, 53 New York State aid programs, 41 Student services, 20 Nondiscrimination statement, 177 Study Abroad, 13, 20, 157 Nonmatriculated students, 33 Summer credits and grades, 54 Non-Western culture requirement, 9, 47

Off-campus programs, 13, 37 Overload, 35

184 Visits to the College

Visitors to Skidmore are welcome and are requested to College. Skidmore College, in Saratoga Springs, is make an appointment in advance with the Office of approximately 180 miles from New York City, Admissions for an interview and/or a guided tour of the Montreal, and Boston. The city is most conveniently campus by writing (815 North Broadway, Saratoga reached by automobile via the New York State Springs, NY 12866), calling (800-867-6007 or 518-580- Thruway and the Adirondack Northway (Exit 15). The 5570) or e-mailing ([email protected]). Greyhound and Adirondack Trailways bus lines as well as Amtrak offer daily service to and from New York The Eissner Admissions Center is located on North City and Montreal, and several major airlines have reg- Broadway across from the main entrance to the ular flights to Albany International Airport.

TRAVEL DIRECTIONS: Take the Adirondack Northway (Interstate 87) to Exit 15. After the exit, follow Route 50 toward the city of Saratoga Springs. Turn right onto East Avenue. At the top of the hill, turn right onto North Broadway. The College’s main entrance is a quarter of a mile ahead on the left.

From the New York State Thruway, take Exit 24 to Interstate 87 north. Follow directions above.

From the Massachusetts Turnpike, follow Interstate 90 west by taking turnpike Exit B1. Proceed west to Exit 1 for Interstate 87 north. Follow directions above. Nonprofit Organization Skidmore College Catalog 2005–06, 2006–07 U.S.Postage Paid Skidmore College Office of Admissions Skidmore College 815 North Broadway Saratoga Springs New York 12866-1632

2005–06 2006–07